Landscape view not supported, please use protrait view!

Propaganda in Theory of Knowledge

PROPAGANDA IS A CRUCIAL part of my IB Theory of Knowledge course this spring. My 11th grade students need to engage in the two terms ‘persuasion’ and ‘propaganda,’ evaluating at what point does the first term, become the second.

So far, we have explored the risks associated with producing propaganda throughout history and the causes these pieces either supported or rejected. It was decided when focusing on the pieces that ‘worked’ the best that simplicity was crucial in propaganda, alongside the wording and text which must be easily understood and often apply across age, class, gender, and ethnicity.

It must be noted that students in producing their design did not necessarily support the case that we were speaking about; the topic was suppose to catch their imagination and allow them to challenge pre-held beliefs and knowledge.

Beneath you can find a sampling of their most powerful work:

Mark:

 

Willem:

 

Bailey:

 

Gijs:

Ready to embark on the educational journey of a lifetime?

A passion for travel. A strong academic record. And the desire to improve the world as you experience it. If this sounds like you, you just might be our ideal candidate! Start your application with a five-minute inquiry form - you never know where you might end up.

It all starts here.

Ready to embark on the educational journey of a lifetime?

A passion for travel. A strong academic record. And the desire to improve the world as you experience it. If this sounds like you, you just might be our ideal candidate! Start your application with a five-minute inquiry form - you never know where you might end up.

It all starts here.

Apply now

Sign up if you would like to receive occasional news from us.

Subscribe

Now available! Professional development opportunities through THINK Learning Studio

Explore