Garth S. Jowett and Victoria O’Donnell provide a clear and concise propaganda definition in their book Propaganda & Persuasion (2014). They write, “Propaganda is the deliberate, systematic attempt to shape perceptions, manipulate cognitions, and direct behavior to achieve a response that furthers the desired intent of the propagandist” (7). In other words, propaganda is a systematic method of manipulation, and it’s quite a successful one. Propaganda has been employed extensively in the political sphere since the 19th century to further various agendas by politicians, opposing candidates, and special interest groups. Propaganda is used to highlight the negatives or positives of an idea, a person, or legislation. Hitler used propaganda extensively to promote his anti-Semitic ideas and his vision for Germany in a post-World War I era. In the United States, propaganda was harnessed to boost morale for the general public during war time and for recruitment purposes.
Propaganda relies heavily on ethos and pathos, and will only use logos if it accesses the other two. It isn’t terribly concerned with facts, figures, or truth; instead, propaganda relies mostly on the emotional responses of its audience to generate agreement and action. While students may recognize that there are similar techniques used in both propaganda and advertising, propaganda is generally considered to be a negative term, even though it can be applied to achieve positive goals. Advertising is generally not a negative concept, although it does aim to psychologically prompt its target audience into buying a product. Advertising is primarily concerned with increasing sales; propaganda, on the other hand, is more concerned with changing public attitudes and policy.
Propaganda is defined by particular characteristics, which set it apart from straightforward information, and usually reveal hidden or underhanded motives. These characteristics include:
Appeals to the emotions (pathos) rather than intellect
Information is value-laden and accesses audiences’ judgments, prejudices, and sense of ethics (ethos)
Uses selective information; not balanced
Intentions or motives matter; there is a specific goal for the information
Propaganda uses various mediums to gain attention and target audiences. These mediums include:
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There are very obvious uses of propaganda that many students will be familiar with, such as the anti-Semitic propaganda of Nazi Germany, or the pro-war posters in the United States during World Wars I and II. Check out The Moon is Down by John Steinbeck, which was written as a pro-democracy novella for the occupied countries of World War II. Steinbeck’s book was considered a huge success, and was covertly translated and passed out by underground rebels across Europe.
In response to the rise of propaganda and concern that the general public did not know how to critically analyze information, the Institute of Propaganda Analysis was established in 1937 by Edward Filene, Kirtley Mather, and Clyde R. Miller. The purpose of the Institute was to provide the general public information about the types of propaganda, the tactics used in propaganda, and strategies to analyze it in order to combat the psychological effects and success of such information. It operated until 1942, and it classified propaganda into seven key categories.
Creates a sense of isolation for audience members who have not yet joined the cause. It appeals strongly to our sense of conformity and longing to belong to a part of a group.
Endorsement by a well-known, well-liked celebrity, political figure, or other entity. This creates a sense of trust and likeability for the cause because of the person promoting it.
Endorsement by regular, ordinary people, to show how the policy or idea has helped them. This creates a sense of normalcy about the idea that’s being promoted, and shows how its success will fit into everyday life.
Employs techniques that access the audience’s preconceived positive feelings about something, and transfer them to the idea being promoted. It relies heavily on symbolism to connect the audience’s emotions to the idea.
Uses names that evoke a negative emotional response, such as fear, anger, or annoyance. By comparing the person or idea with something else that is hated, the audience creates an association between the two in their minds.
Uses selective information to present only one side of an argument or story. This focus portrays the issue at hand unfairly, and many people may be swayed in one direction or the other because of incomplete information.
Uses strongly loaded words that access the positive emotions of the target audience. Typically, glittering generalities employ the use of slogans, and carefully selected words in the slogans often appeal to the virtues the audience holds dear.
Books and plays that have been classified as propaganda:
Although this activity can be used for multiple grade levels, below are Common Core State Standards for Grades 9-10. Please see your Common Core State Standards for the correct grade-appropriate strands.
A great way to have students gain an understanding of propaganda is to have them create propaganda of their own. On their own or in a group, have students select a rule or aspect of school they dislike: detention, school lunches, homework, final exams, etc. Then, have them spin it into something positive to promote it to their classmates. As they craft their plan, they should use one of the types of propaganda, and be able to explain how their strategy accesses the emotions of the audience. If they incorporate logos and ethos as well, they should include that in their explanations. Have students create a storyboard they can present to the class that promotes their topic in a positive light.
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
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| Propaganda Content and Techniques | Student depicts a minimum of 5 types of propaganda for their chosen school topic. Their finished product is creative, interesting, and makes good use of the propaganda techniques. The techniques used are used correctly, and the storyboard achieves its propaganda goals of being persuasive. | Student depicts a minimum of 5 types of propaganda for their chosen school topic. Their finished product is creative and coherent. Some techniques may be used incorrectly, or may be confused. The storyboard makes a good attempt at being a persuasive piece of propaganda. | Student depicts less than 5 types of propaganda for their chosen school topic. Their finished product lacks effort. Some techniques may be used incorrectly, or may be confused or combined. The storyboard makes some attempt at being a persuasive piece of propaganda, but it is limited. |
| Artistic Depictions | The art chosen to depict the scenes is appropriate and neat. Time and care is taken to ensure that scenes are eye-catching and creative. | The art chosen to depict the scenes is appropriate but may seem rushed. Some art may be haphazardly placed and lack of attention to detail is noticeable. | The art chosen to depict the scenes is inappropriate or too limited. Some scenes may have been left blank. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
When talking to children about propaganda, it's important to approach the conversation in a way that is age-appropriate and understandable for their developmental level. You can start by explaining what propaganda is in simple terms, such as "Propaganda is when people try to convince others to think or act a certain way by using information that may not be true or is biased." Using concrete examples that your child may have already encountered, such as commercials, political ads, or social media posts, can help them understand the concept better. Encourage your child to ask questions and think critically about the messages they see or hear. Help them understand that not everything they see or read is true and that it's important to evaluate information carefully. You can discuss the potential consequences of believing and acting on propaganda, such as making decisions that may not be in their best interest or being swayed by misinformation. It's also important to emphasize the importance of diverse perspectives and the role of media literacy in combating propaganda.
Children may encounter propaganda in various forms in their daily lives, such as in advertisements, social media posts, television shows, news articles, and even in textbooks. For example, commercials often use catchy slogans and music to persuade children to buy a particular product or brand, while social media posts may be designed to promote a certain viewpoint or ideology. Political propaganda can also be present in children's lives, such as political ads, speeches, and campaign materials. These messages may use emotionally charged language, biased information, or even misinformation to sway people's opinions and beliefs. In schools, textbooks and curriculum materials can also be a source of propaganda. For example, some textbooks may present a particular version of history that portrays a certain country or group in a favorable light, while downplaying or omitting information that does not align with this narrative. By learning to evaluate information carefully and seek out diverse perspectives, children can develop the skills to navigate a complex and often biased media landscape.
Helping children identify and critically analyze propaganda can be a complex task, but there are several strategies that parents and teachers can use to support them. One effective strategy is to encourage children to ask questions and think critically about the information they encounter. This can include asking questions such as "Who created this message?", "What is their purpose?", and "Is this information supported by evidence?". Another approach is to teach children to recognize common propaganda techniques, such as using emotionally charged language, appealing to authority, or making sweeping generalizations. By being aware of these techniques, children can be better equipped to identify when they are being manipulated or influenced by biased information.
There are many strategies and tools that teachers can use to teach their students about propaganda in the classroom. One approach is to use real-life examples of propaganda, such as political ads, social media posts, or news articles, to help students understand the techniques and strategies that are commonly used. By analyzing and deconstructing these examples, students can learn to recognize propaganda and understand how it can influence people's beliefs and actions. Another strategy is to use role-playing activities, debates, or simulations to help students practice critical thinking and media literacy skills. For example, students can be divided into groups and assigned to represent different viewpoints on a particular issue, and then engage in a debate or discussion to practice evaluating and analyzing information from multiple perspectives. Teachers can also use media literacy resources, such as online games, interactive lessons, or multimedia projects, to help students develop their critical thinking and analysis skills.
