https://www.storyboardthat.com/lesson-plans/animal-farm-by-george-orwell/propaganda

Propaganda and Animal Farm

This Storyboard That activity is part of the lesson plans for Animal Farm

Customize this Example*

More options

Start my free trial

Use This Assignment With My Students*

Activity Overview

As students read Animal Farm, they may find it helpful to analyze propaganda both as a technique used in history, and also in the novel, as the use of propaganda is essential to both the revolution on the farm and Napoleon's takeover.

After discussing what propaganda is, students can select examples of propaganda, such as one of Squealer's speeches, and create a poster that could have been hung somewhere on the farm. The posters should not have to directly quote any speeches, but students will want to draw imagery and inspiration from them, and they should be able to explain their choices of rhetoric.

If you'd like to extend the activity to connect with history, students can research propaganda from the Russian revolution and adapt it to the Animalism movement of Animal Farm.

For additional templates to add to this assignment, check out our poster template gallery.

Use This Assignment With My Students*

Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a propaganda poster for Animal Farm.

Click "Start Assignment".
Identify an example of propaganda in Animal Farm.
Using appropriate text, images, and scenes, create a poster for your chosen example.
Save and submit your poster.

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Propaganda

Common Core Standards

[ELA-Literacy/RL/11-12/3] Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
[ELA-Literacy/RL/11-12/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
[ELA-Literacy/W/11-12/4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
[ELA-Literacy/W/11-12/6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information