Bibliography: Propaganda (page 65 of 66)

This bibliography is reformatted and customized for the Alternative Facts website. Some of the authors featured on this page include Desmond Morton, William Rodney, Peeter Tulviste, Barbara Osborn, Benjamin Rigberg, Ron Curtis, Arthur M. Schwartz, J. Francis Davis, Joseph M. Kirman, and Murry R. Nelson.

Rahman, Tariq (1995). The Siraiki Movement in Pakistan, Language Problems and Language Planning. Documents the rise of the Siraiki ethnonationalist movement in economically underdeveloped Southern Pakistani Punjab. Although the Siraiki intellectuals emphasize the differences of their language from Punjabi to mobilize public opinion against the injustice of their deprivation, the Punjabi elite view the Siraiki movement as a conspiracy to weaken the Punjab. (96 references) Descriptors: Cultural Awareness, Elitism, Ethnic Groups, Foreign Countries

Curtis, Ron (1976). Understanding the Media. The need has been established for classroom study of mass media form and content. As this need becomes more widely recognized, high quality, cost effective, and systematic educational materials must be developed. Teachers who possess characteristics and backgrounds amenable to media teaching must be trained in the use of these materials and in media teaching techniques. More research on the effectiveness of media study programs (such as that done in the Media Now course evaluation project) is needed. Descriptions of several media study programs presently in operation are included in the text.   [More]  Descriptors: Change Strategies, Communications, Educational Change, Educational Development

Rodney, William (1994). Clio, "Death by Moonlight," and the Goggle Box, Canadian Social Studies. Asserts that the writers and producers of the Canadian Broadcasting Corporation's documentary, "The Valour and the Horror," failed to assess Canadian Air Force actions in light of Allied war aims. Argues that the documentary series distorted the era and produced a false view of history. Gives specific examples of these claims. Descriptors: Armed Forces, Bias, Broadcast Industry, Documentaries

Nelson, Murry R.; Singleton, H. Wells (1978). Governmental Surveillance of Three Progressive Educators. Governmental interference with academic freedom is illustrated by F.B.I. surveillance of and unauthorized distribution of information about progressive educators John Dewey, George Counts, and Harold Rugg. These three educators attracted the attention of governmental agencies and special interest groups during the 1930s and 1940s because they advocated educational reform and participated in liberal movements such as the ACLU and the NAACP. All three were suspected of communist leanings because they departed from traditional educational approaches and urged students and community members to become actively involved in social reconstruction. In their educational writings and in their courses at Columbia University and the University of Chicago, these educators introduced students to controversial issues such as the depression, labor-management relations, the distribution of wealth, and lifestyles in socialist countries. By 1941, the F.B.I. had gathered nearly 400 pages of information on the three progressive educators in the form of reports by private and governmental agencies, letters, articles, and clippings. The F.B.I. method of accumulating data was to collect any type of readily available information about the men, put the information in a file, and add to the file in a random manner from time to time. This investigative process, apparently without clear objective, made use of much false, partially true, and unsubstantiated information. The conclusion is that the F.B.I. investigations into the activities and writings of Dewey, Rugg, and Counts were capricious, unmethodical, unconfidential, and deleterious to freedom of speech.   [More]  Descriptors: Academic Freedom, Bias, Civil Liberties, Communism

Osborn, Barbara; Davis, J. Francis (1991). Images of Conflict: Learning from Media Coverage of the Persian Gulf War. A Media Literacy Workshop Kit. This workshop kit consists of: (1) 30-page "Leaders Guide and Handout Masters"; (2) 12-minute videotape, "Lines in the Sand"; (3) special 24-page issue of the journal "Media & Values" on the theme "The Media: in War and Peace"; and (4) an 8-page booklet on the basics of media literacy, "From Awareness to Action: Media Literacy for the '90s." The kit is designed for a two-part study of the role of media in society by using the coverage of the Persian Gulf War as a case study. By using background materials, specialized exercises, action suggestions, and analytical frameworks, this kit provides the tools viewers need to understand the media's continuing role in society and explore implications of that role for the citizen. The two sessions focus on: (1) "The Right to Know: How the Pentagon Managed the Media"; and (2) "Us Against Them: How the Media Create Enemies." Student materials, handouts, background readings, and follow up materials are included. Descriptors: Current Events, Deception, Foreign Countries, Mass Media

Filvaroff, Joan, Comp.; And Others (1983). Governing Texas–An Opportunity to Participate. An Introduction to Texas State Government Featuring Lessons Using Special Articles by Key Government Officials with Selected Newspaper Activities. [Reprint]. Designed for use in secondary school social studies classes, this guide provides activities for helping students understand some of the fundamental principles of government as well as its structure, politics, and effects on the individual. Information, articles, and cartoons from the Austin-American Statesman form the basis of the readings, along with background information from several texts and articles by public leaders, officials, and reporters. Forty-five lessons focus on levels of government, government and the citizen, reporting and interpreting government, the Texas legislature, special interest groups and lobbying, the executive branch, and the Texas judiciary. Some of the teaching strategies recommended include: brainstorming, gaming, mock trial and legislature sessions, simulations, pictorial analysis, distinguishing fact and opinion, cartoon interpretation, role playing, discussion, and writing activities. Emphasis is also placed on higher level skills such as application, analysis, and evaluation. For each lesson, objectives, materials needed, a step-by-step lesson plan, and reproducible student handouts are provided. Appendices include teacher and student evaluation forms and maps showing congressional districts within Texas. Although the guide focuses on government in Texas, it can be used as a model for developing similar guides in other states.   [More]  Descriptors: Citizen Participation, Citizenship Education, Constitutional Law, Court Litigation

Morton, Desmond (1994). As I See It: Horror, Valour, and the CBC, Canadian Social Studies. Asserts that the most significant issue related to the television documentary, "The Valour and the Horror," was not any suggested bias by the producers but the media elite's determination to control public opinion under the banner of free speech. Maintains that the Canadian Broadcasting Corporation refused to allow criticism by veterans organizations. Descriptors: Armed Forces, Bias, Broadcast Industry, Documentaries

Rigberg, Benjamin (1991). What Must Not Be Taught, Theory and Research in Social Education. Reviews nine U.S. history textbooks, evaluating their analyses of the Spanish-American War, World Wars I and II, and the Cold War. Documents their failure to link U.S. foreign policy to economic interests. Criticizes the texts' lack of an historical framework. Concludes students are taught neither historical truth nor critical analysis skills. Descriptors: Content Analysis, Controversial Issues (Course Content), Economic Factors, Foreign Policy

Tulviste, Peeter (1994). History Taught at School versus History Discovered at Home: The Case of Estonia, European Journal of Psychology of Education. Asserts that two conflicting versions of history were taught to Estonian children during Soviet rule. Maintains that, although the official version was taught at school, the unofficial one was discovered by each child with the help of parents or other adults. Descriptors: Communism, Deception, Elementary Secondary Education, Ethnic Groups

Borchers, Hans (1997). Hollywood as Reeducator: The Role of Feature Films in U.S. Policies Directed at Postwar Germany, Paedagogica Historica. Suggests that Hollywood may have been as effective as exchange programs and citizen training centers as an agency of reeducation. Mainstream U.S. films succeeded as a positive socializing force in spite of the low priority given to them by the military authorities. Includes a list of 32 officially sanctioned films. Descriptors: Behavior Change, Cross Cultural Studies, Cultural Context, Cultural Influences

Kirman, Joseph M. (1994). A Claim of Falsification of History, Canadian Social Studies. Presents excerpts from the draft Statement of Claim filed by Canadian World War II veterans against the Canadian Broadcasting Corporation and others associated with the making of the documentary series, "The Valour and the Horror." Includes an overview and two examples of what the plaintiffs claimed were historical errors. Descriptors: Armed Forces, Bias, Broadcast Industry, Documentaries

Stricker, Frank (1992). Why History? Thinking about the Uses of the Past, History Teacher. Discusses reasons for studying history. Suggests that compelling arguments for historical study will affect students' attitudes throughout life. Evaluates common rationales for studying history. Includes history as fun, tradition, great ideas, human folly, escapism, and nationalist legitimation. Urges that students be taught history as facts that are susceptible to manipulation, and that interpretation is disputable. Descriptors: Course Content, Critical Thinking, Democratic Values, Ethnocentrism

Roy, R. H. (1994). Bulletproof History, Canadian Social Studies. Asserts that the writers and producers of the television documentary, "The Valour and the Horror," provided a false impression of an event to fit preconceived and erroneous interpretations of history. Points out specific examples of inaccurate historical presentations and provides contradictory historical interpretations. Descriptors: Armed Forces, Bias, Broadcast Industry, Documentaries

Schwartz, Arthur M. (1986). Coping with Classroom Bigotry: Politics and Morality of Canada's Keegstra Affair. In December 1982, James Keegstra was dismissed from his position as high school social studies teacher in a small Canadian town. Two and one-half years later Keegstra was convicted on the rarely heard criminal charge of willful promotion of hatred towards an identifiable group (Jews) through his classroom teaching. Courtroom testimony made it clear that two successive principals of the school and the former superintendent of the school district had sheltered Keegstra by ignoring or failing to act on parental complaints. The two principals appeared as defense witnesses on behalf of Keegstra who argued that the approved curriculum was biased and that the school was interfering with his right of free speech. The principals' testimony raises concern about the selection and training of school administration and the functions and dysfunctions of ignorance, morality, and short-term expedience in the management of public education. The positivist technicism widespread in graduate departments of educational administration facilitates the avoidance of issues involving difficult matters of morality and ethics. Those who teach school administration need to ask what they are doing to give students the knowledge and attitudes that will keep them from becoming barbarians. Fifty notes are appended. Descriptors: Administrator Education, Anti Semitism, Boards of Education, Court Litigation

Kirman, Joseph M. (1994). Excerpts from the January 1993 Senate Report: The Valour and the Horror, Canadian Social Studies. Provides an overview of the Canadian Senate report on the Canadian Broadcasting Corporation's (CBC) documentary, "The Valour and the Horror." Includes quotes from official hearings regarding the historical accuracy of the documentary film. Concludes that the CBC was not controlled adequately by its board of directors. Descriptors: Armed Forces, Bias, Broadcast Industry, Documentaries

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