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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:

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