How To Win The War On Truth Archives
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bit.ly/HTWTWOT_archives
Purpose of this Website
Purpose of this Website
The Youth Advocacy Department of SDUSD is interested in building school spaces that are affirming and inclusive for all of our students. This is a team effort. And the effort lives in places where students themselves can be agents of positive change. . .but it is not easy work. Sometimes it is the hardest work there is because it often requires great courage in challenging and resisting existing social and systemic paradigms.
The stated goal of the Necessary Trouble Archives is to promote student agency in shifting the existing paradigm. The Necessary Trouble Archives contain numerous opportunities throughout for youth to connect with primary sources (ie John Lewis, Dolores Huerta, Judy Heumann) in an effort to model and exemplify what it takes to change the status quo.
However barriers prevent our youth and, indeed, our general population from interacting with information from reliable sources. A viable democracy demands that our populace be critical thinkers enough to discern dodgy sources from reliable ones, but these skills of discernment have themselves become imperiled in an age where the viability of bonafide news journalism--at the national and local level--is increasingly endangered, where people rely on social media platforms that thrive on disinformation, the proverbial 15 minutes of fame has morphed into 3-second soundbytes, and we face demagoguery that would make Lex Luther blush.
The text we are focusing on for this site is How To Win the War on Truth, written by Samuel C. Spitale and illustrated by Allan Whincup. This is a graphic novel that does an exhaustive dive into the historical precedent and modern-day realities for controlling and framing information. It is an essential text for youth AND adult readers alike because understanding and navigating the toxic effects of propoganda will be critical as we engage in the national and global struggle to preserve democracy. It also is a perfect fit for the Necessary Trouble Archives because the unifying theme of the NTA books is that they pivot around authentic voices and primary sources.
Below are the raw materials that any educator (recommended grades 9-12) may use to build their own Google Classroom experience. As with all the Necessary Trouble Archives, we have been intentional about creating interactive opportunities for your students to connect with primary sources in our ongoing investigation into what it takes to shift the existing paradigm.
HTWTWOT writer, Samuel C. Spitale
HTWTWOT illustrator, Allan Whincup
Please note: If you are an educator in SDUSD and would like to CLONE the already-prepared Google Classroom, please email a quick request to Mick at mrabin@sandi.net. If you are not in SDUSD, it is not possible to do the clone process, but you will find the pathway and all the components below. I've created a step-by-step job-aid for creating this G-Classroom from all of those components in the YouTube video--March Archives: Overview and Tips--directly below. Although the job-aid was created for March, you can apply all the same ideas toward the use of the components on ANY of the NTA sites.
Pathway
Pathway
STEP 1: Foundational Discussion
We recommend that educators ask their students what they already know about "propaganda."
Most secondary students have some familiarity with the word, but it would be a good idea to clarify a common definition and inquire about some examples of propaganda that they are familiar with. Further grounding discussion could revolve around how knowing what propaganda is would be a factor in basic literacy and, by extension, a thriving democracy. The "Additional Resources" section below features websites, documents, and videos that will supplement educators' own foundational understanding as well as for their students.
STEP 2: Read and discuss the narrative of your book selection with your class
This link to the HTWTWOT Educator's Guide (created by author Samuel C. Spitale) provides some excellent recommendations for educators to facilitate strong conversations around the reading of How To Win The War On Truth. Additionally, we encourage educators to frame the reading of HTWTWOT around topics and themes that relate to the identities and experiences of the students themselves (and of their peers).
Below is a short list of topics and themes that arise in HTWTWOT as well as other texts that examine the human experience.
Choosing ONE of the themes from the above list--Power and Privilege--we could build a text-talk discussion around a pivotal Q&A phrase that Spitale repeatedly employs to punctuate the various scenarios and historical episodes referenced in chapter 6 of HTWTWOT: Q: "Who [or which powerful interest group] benefits by me believing that _____________?" A: ____________.
Below is a simulated class conversation that references just one sequence from chapter 6 of HTOWTWOT. Page 181 begins with a more innocuous marketing campaign ploy [originally referenced in chapter 1]. Q: "Who benefits from the belief that a diamond ring should cost two month's salary? A: The De Beers diamond monopoly." And it extends that line of questioning to examples of subterfuge with much broader societal implications like. . . Q: "Who benefits from the belief that global warming is a hoax? A: The fossil fuel industry." Educators are welcome to use this zig-zag graphic organizer to conduct a discussion with their classes, but we are encouraging you to explore the multitude of conversations you can have regarding the format, content, historical episodes, and modern implications for the types of propaganda Spitale outlines over the course of the book. Additionally, Whincup's clever infographics and unforgetable metaphoric illustrations that help crystalize the many ideas outlined by Spitale would prompt numerous conversations about the use of graphics and how the medium of comics is so suitable for a treatise about propaganda and--more broadly--expository presentations in general.
STEP 3: Watch the video interview "Circling Up With Samuel C. Spitale" discussing his authorship and motivations for How To Win The War On Truth.
The total run time is 1 hour and 14 minutes.
STEP 4: Plan for an online discussion with your own class, another classroom from your school, or a partner school. Some platforms to choose from include [but are not limited to] Google Classroom and Flipgrid. For student response samples of what teachers have done with both GClassroom and Flipgrid, please visit our sibling site: The March Archives. You'll find sample student work under "Additional Resources" (about 2/3 way down toward the bottom of the page).
This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this culminating classroom discussion, all students should have A) read a segment or the entirety of How to Win The War on Truth B) viewed the primary source video "A Conversation with Samuel C. Spitale," (above) and C) discussed and reflected on the reading/viewing of A) & B) with their classmates.
You are welcome to clone this class and share as you see fit within SDUSD. (Scroll up to directly above "Educator Pathway" for cloning instructions or--if you're not an SDUSD educator--a job-aid on how to build your own.
Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings.
HTWTWOT Q&A Template
To the right of "1. The Benefit of Unity" title, you can see three dots. If you hover right under those three dots, another three dots appear and one of the options is to "Edit" which will allow you to add more to the description.
What would YOU do? prompts
What would YOU do? prompts
Classwork #1 Showing Courage and Updating Our Thinking
Classwork #1 Showing Courage and Updating Our Thinking
1. In the "Question" section of your "Classwork" tab, paste this:
1. Samuel C. Spitale Prompt: Showing Courage and Updating Our Thinking When Facing Unwelcome Information
"As human beings, when we encounter information that challenges our beliefs, our instinct is typically to ignore or dismiss the new information. It’s a form of self-preservation: we want to protect our belief system because it makes us feel secure in how we understand the world. However, this means that we’re more likely to believe falsehoods that confirm those beliefs than we are to accept truths that challenge them. Updating our thinking and changing our mind takes work; it requires courage to accept truths that make us uncomfortable, and it takes willpower to admit when we’re wrong. In what ways can you show courage when facing information that is unwelcome, that challenges your opinions, or threatens your sense of security?"
2. In the "Instructions" section, paste this:
Synthesizing what you read in How to Win The War on Truth, viewed in the "A Conversation with Samuel C. Spitale" video, and your own life experiences, view Samuel C. Spitale's prompt (below) and compose a unique post.
Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above "Showing Courage and Updating Our Thinking When Facing Unwelcome Information" video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Classwork #2 How Do YOU Responsibly Consume Online Information?
Classwork #2 How Do YOU Responsibly Consume Online Information?
1. In the "Question" section of the Classwork tab, paste this: 2. Samuel C. Spitale Prompt: How do YOU Responsibly Consume Online Information?
"Today, over 70% of Americans receive at least some of their news from social media. The more emotionally engaging the content, the more likely it is to be shared. That’s why false or misleading content receives higher engagement than other social media posts, because it often appeals to our negative emotions, like disgust, fear, anger, or spite. So as social media gains a larger share of the public’s attention, how can you be a more responsible consumer of online information?"
2. In the "Instructions" section, paste this:
Synthesizing what you read in How to Win The War on Truth, viewed in the "A Conversation with Samuel C. Spitale" video, and your own life experiences, view Samuel C. Spitale's prompt (below) and compose a unique post.
Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above "How Do YOU Responsibly Consume Online Information?" video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Additional Resources:
Additional Resources:
How To Win The War On Truth Educators' Guide
A chapter by chapter educators' guide that breaks down the book into digestible chunks with accessible activities and strategies for maximizing the book's accessibility for learners. Includes overview, key terms, further discussion, and application exercises for each chapter. Indispensable for an educator wanting to build a unit with this book.
The Power of Propaganda Lesson
A strong introductory lesson on some of the history of propaganda and how it has been weaponized against people. This is a nicely hashed out lesson created by the folks at Facing History and Ourselves. We strongly recommend exploration of related links once on the site.
How To Win the War on Truth Curricular Resources
A curated collection of curricular resources as created by Samuel C. Spitale and SDUSD educators Gwen Osgard and John Keast.
Mind Over Media Teacher Resources
A platform that provides an opportunity to explore the subject of contemporary propaganda by hosting thousands of examples of 21st century propaganda from around the world. Users can upload, examine and discuss examples of propaganda that are designed to control the way we think.
By examining propaganda, rating its potential impact, and commenting on it, people share their interpretations with others. Also includes lesson plans that deepen the learning by offering additional information, structuring discussion activities, and enabling students to demonstrate their learning through multimedia production experiences.
Learning About Threats to Democracy
Help your students reflect on the significance of events within recent history that comprise a threat to civil discourse and our democratic system of government.
SD Unified for Democracy: 2024 Election Cycle is a nonpartisan project aimed at building an informed and civil electorat. Built and curated by Esther Brown.
How To Win The War On Truth Button
The How to Win the War on Truth pinback button that was handed out to the Crawford and Mission Bay High students at the Comic-Con Museum field trip on May 6.
Guide To Inspiring Young Changemakers
Free PDF guide compiled by FirstBook. Has video and curricular tools, activities, & tips that are deliberately student-centered. A good educator resource for inspiring your students to roll up their sleeves and engage in shifting paradigms.
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