Students will examine how propaganda strategies—especially bandwagon—are used in nonfiction literature. At the end of this lesson, students are going to:
- Determine assertions, details, well-reasoned conclusions, and viewpoints throughout texts.
- Recognize when the bandwagon technique is being used.
- Make claims, inferences, generalizations, and conclusions regarding the application of the bandwagon technique using textual evidence, citing it when necessary.

- How can readers decide which information from what they hear, read, and see to believe?
- How do literary and informational texts become meaningful to strategic readers?
- How does interaction with text elicit thought and response?
- How can one improve and expand their vocabulary?
- What exactly is the topic of this text?

- Author’s Purpose: The author’s intent either to inform or teach about something, to entertain people, or to persuade or convince the audience to do or not do something. 
- Claim: A statement put forth as true; in an argument, a statement of position on an issue. 
- Inference: A judgment based on reasoning rather than on a direct or explicit statement. A conclusion based on facts or circumstances; understanding gained by “reading between the lines.” 
- Propaganda Techniques and Persuasive Tactics: Propaganda techniques and persuasive tactics are used to influence people to believe, buy, or do something. 
+ Bandwagon: An appeal that attempts to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it.

The materials for the lesson were chosen because they emphasize the use of the bandwagon technique. Teachers may substitute other materials or texts to provide a range of reading and level of text complexity.
- a collection of bandwagon ads from magazines and newspapers
- a visual for the “Buy Membership” page of the Internet Chess Club, copyright 1995–2009 http://www.chessclub.com/tryicc/purchase.html 
- a visual for “Join the millions who have #goneGoogle.” Copyright 2008 by Google Inc. http://googleenterprise.blogspot.com/2009/08/join-millions-who-have-gonegoogle.html 
- Bandwagon Slogans worksheet (L-8-4-3_Bandwagon Slogans)

- Make sure the lesson focuses on propaganda tactics, especially bandwagon. Determine who needs more assistance by evaluating each student individually based on their participation in the discussions and activities. 
- To ascertain whether students have achieved the lesson's objectives, apply the following standards:
+ Students can recognize assertions, details, well-reasoned conclusions, and viewpoints in various texts.
+ Students can recognize when to apply the bandwagon technique.
+ Students can make claims, inferences, generalizations, and conclusions regarding the application of the bandwagon technique by using and citing evidence from texts.

Explicit instruction, active engagement, and scaffolding 
W: Assist students in examining and applying propaganda strategies, especially bandwagon. 
H: Involve students' past knowledge by asking them to give instances of bandwagon strategies they may have employed. 
E: Give students the chance to evaluate advertisements made by other groups and get input on the group project they are working on. 
R: Allow students to read a range of bandwagon slogans and evaluate their impact based on class discussions about advertisements that were created. 
E: Assign students to create an advertisement that skillfully employs bandwagon propaganda and write a critique of the tactic. 
T: Offer resources with varying degrees of intricacy so that every student can grasp the material. 
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, partner work, and individual application of the material. 

Focus Question: In persuasive texts, how is the bandwagon technique applied?

Write or post the examples below on the board for students to read:

“But all the other people are going, Mom!”
“Dad, all the people I know own dogs. How come I'm not allowed to have one?”
“Mr. Jones, nine out of ten eighth-grade students ride their bikes to school. We require a new bike rack for the school.”
"All the other teachers are letting the students have snacks in class, Ms. Miller."

Say, "You might be familiar with this persuasive strategy—you might have even employed it! What is this technique's foundation?" (It attempts to convince someone to follow suit by doing what everyone else is doing.)

Part 1

Say, "The approach utilized in the examples on the board is known as bandwagon—a term that dates back to the 1800s. When the circus visited a community, its band would sit atop a wagon and play upbeat music to draw spectators. The performers and their animals would parade through the streets. To rally supporters and persuade them to "jump on the bandwagon" and support their cause, politicians have also adopted the practice of using bandwagons to garner support."

"The bandwagon technique is a common advertising tactic," you say. "One advertisement features a yellow down jacket that is "worn by more teens than any other," and it begs your purchase on that premise. Always ask yourself why a technique is being used and what empirical evidence backs it up when you come across it. Consider whether it is wise for you to follow through as well. Nothing is provided to substantiate the claim in the yellow jacket case."

For students' reference, you could post the following questions to highlight the significance of becoming informed consumers:

What kind of propaganda is this?
Why is this method being applied?
Which verifiable proof backs up the assertion?
Is purchasing the product the right decision for me?
Remind students that propaganda tactics are used for both honorable and dubious reasons because they are very effective. Say, "You will be better able to discern the true purpose of an advertisement or other text by learning what these techniques are and how they are used."

Students can join the Internet Chess Club by visiting their membership page at http://www.chessclub.com/tryicc/purchase.html. Instruct students to identify applications for the bandwagon technique. (indicates the number of Facebook fans of the page; for example, "over 200,000 memberships sold," "join the thousands of members on ICC").

Say, "Even though the ICC has a financial stake in the advertisement because it is selling memberships, this example uses the technique in a legitimate way and for legitimate purposes. But occasionally, the sole intent of a bandwagon is to make a sale. If you see an advertisement for a Best Wear T-shirt with the words, "Everyone wants a Best Wear Tee" or "Millions of them were sold last year," Best Wear is urging you to follow suit and purchase a T-shirt. Consider other aspects of the T-shirt, like the craftsmanship and fabric quality, that might make it worthwhile to inspect."

Part 2

Provide samples of bandwagon slogans (L-8-4-3_Bandwagon Slogans) to students so they can each have one. Instruct students to scan the examples, share them with others, and make a note of the example that most appeals to them. Allow students to read a minimum of five examples. After that, ask them to discuss which example, in their opinion, works best and why.

Say, "You will create a promotional piece for a destination or activity that utilizes the bandwagon propaganda technique at least three times. This is the kind of flyer that students should receive. Once the flyer is finished, include a sheet listing the instances of bandwagon propaganda that were used in the advertisement along with an explanation of why you believe they work."

Post the advertisements on a bulletin board or allow students to view each other's in small groups.

Extension:

If students struggle with the bandwagon technique, remind them that it is all about following the crowd. Give this illustration:
You were hesitant to cast your vote for Zak Earnest to lead the student council, but you "jumped on the bandwagon" after learning that all of your friends backed him up.

Invite students to provide more examples.

Students who are prepared to go beyond the norm can contrast testimonial and bandwagon propaganda strategies. Ask them to present an advertisement using the method they believe is most appropriate for the product, either in pairs or small groups. After that, ask students to justify their choice of approach.