propaganda assignment

Propaganda: What's the Message?

Learning objectives.

Students will be able to...

• Differentiate among forms of persuasive media.
• Identify bias, propaganda, and symbolism in media.
• Identify forms of propaganda in use.
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Examine the seven forms of propaganda found in advertising and politics. Discover the persuasive methods behind the messaging we see every day and gain skills to effectively identify and counter them. A classroom gallery walk challenges students to detect the propaganda techniques at work and evaluate their effectiveness. 

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Teaching propaganda

A six-lesson unit on contemporary propaganda, designed for upper middle and high school students. The lessons are designed to help students understand the many definitions of propaganda, propaganda techniques, the contexts in which propaganda thrives, virality and its role in the dissemination of contemporary propaganda. Shared by the Media Education Lab.

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History Resources

World War II Posters and Propaganda

By tim bailey.

Click here to download this four-lesson unit.

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Lessons of Liberty: Patriotism - Analyze WWI Propaganda Posters

This lesson plan asks students to examine their understanding of "patriotism" by analyzing over 60 primary source propaganda posters that called America to action during World War I.

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• Introduction & Top Questions

Connotations of the term propaganda

Related terms.

• Signs, symbols, and media used in contemporary propaganda
• Early commentators and theories
• Modern research and the evolution of current theories
• Present and expected conditions in the world social system
• Present and expected conditions in subsystems
• Propagandists and their agents
• Selection and presentation of symbols
• Media of propaganda
• The reactors (audiences)
• Measurement of the effects of propaganda
• Countermeasures by opponents
• Measures against countermeasures
• Democratic control of propaganda
• Authoritarian control of propaganda
• World-level control of propaganda

• How did Joseph Goebbels rise to power in the Nazi Party?
• How did Joseph Goebbels affect the Nazi movement?
• Why was Adolf Hitler significant?
• How did Adolf Hitler rise to power?
• Why did Adolf Hitler start World War II?

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• Literary Devices - Propaganda
• American Historical Association - What is Propaganda?
• Verywell Mind - How Does Propaganda Work?
• University of Illinois at Urbana-Champaign - What is Propaganda?
• American Historical Association - The Story of Propaganda
• propaganda - Student Encyclopedia (Ages 11 and up)
• Table Of Contents

What is propaganda?

Propaganda is the dissemination of information—facts, arguments, rumours, half-truths, or lies—to influence public opinion . Deliberateness and a relatively heavy emphasis on manipulation distinguish propaganda from casual conversation or the free and easy exchange of ideas.

When was propaganda first used?

People have employed the principles of propaganda—manipulating the dissemination of information and using symbols in an attempt to influence public opinion —for thousands of years, although the term propaganda , used in this sense, didn’t come about until the 17th century.

Where is propaganda used?

Propaganda can be used in several areas, such as commercial advertising , public relations , political campaigns, diplomatic negotiations , legal arguments, and collective bargaining . It can be targeted toward groups of varying size and at the local, national, or global level.

Who was the minister of propaganda for Hitler?

Joseph Goebbels was the minister of propaganda for the German Third Reich under Adolf Hitler .

propaganda , dissemination of information—facts, arguments, rumours, half-truths, or lies—to influence public opinion . It is often conveyed through mass media .

Propaganda is the more or less systematic effort to manipulate other people’s beliefs, attitudes, or actions by means of symbols (words, gestures, banners, monuments, music, clothing, insignia, hairstyles, designs on coins and postage stamps, and so forth). Deliberateness and a relatively heavy emphasis on manipulation distinguish propaganda from casual conversation or the free and easy exchange of ideas. Propagandists have a specified goal or set of goals. To achieve these, they deliberately select facts, arguments, and displays of symbols and present them in ways they think will have the most effect. To maximize effect, they may omit or distort pertinent facts or simply lie, and they may try to divert the attention of the reactors (the people they are trying to sway) from everything but their own propaganda.

Comparatively deliberate selectivity and manipulation also distinguish propaganda from education . Educators try to present various sides of an issue—the grounds for doubting as well as the grounds for believing the statements they make, and the disadvantages as well as the advantages of every conceivable course of action. Education aims to induce reactors to collect and evaluate evidence for themselves and assists them in learning the techniques for doing so. It must be noted, however, that some propagandists may look upon themselves as educators and may believe that they are uttering the purest truth, that they are emphasizing or distorting certain aspects of the truth only to make a valid message more persuasive , or that the courses of action that they recommend are in fact the best actions that the reactor could take. By the same token, the reactor who regards the propagandist’s message as self-evident truth may think of it as educational; this often seems to be the case with “true believers”— dogmatic reactors to dogmatic religious, social, or political propaganda. “Education” for one person may be “propaganda” for another.

Propaganda and related concepts

The word propaganda itself, as used in recent centuries, apparently derives from the title and work of the Congregatio de Propaganda Fide (Congregation for Propagation of the Faith), an organization of Roman Catholic cardinals founded in 1622 to carry on missionary work. To many Roman Catholics the word may therefore have, at least in missionary or ecclesiastical terms, a highly respectable connotation . But even to these persons, and certainly to many others, the term is often a pejorative one tending to connote such things as the discredited atrocity stories and deceptively stated war aims of World Wars I and II, the operations of the Nazi s’ Ministry of Public Enlightenment and Propaganda, and the broken campaign promises of a thousand politicians. Also, it is reminiscent of countless instances of false and misleading advertising (especially in countries using Latin languages, in which propagande commerciale or some equivalent is a common term for commercial advertising ).

To informed students of the history of communism , the term propaganda has yet another connotation, associated with the term agitation . The two terms were first used by the Russian theorist of Marxism Georgy Plekhanov and later elaborated upon by Vladimir Ilich Lenin in a pamphlet What Is to Be Done? (1902), in which he defined “propaganda” as the reasoned use of historical and scientific arguments to indoctrinate the educated and enlightened (the attentive and informed publics, in the language of today’s social sciences ); he defined “agitation” as the use of slogans, parables, and half-truths to exploit the grievances of the uneducated and the unreasonable. Since he regarded both strategies as absolutely essential to political victory, he combined them in the term agitprop . Every unit of historical communist parties had an agitprop section, and to the communist the use of propaganda in Lenin’s sense was commendable and honest. Thus, a standard Soviet manual for teachers of social sciences was entitled Propagandistu politekonomii ( For the Propagandist of Political Economy ), and a pocket-sized booklet issued weekly to suggest timely slogans and brief arguments to be used in speeches and conversations among the masses was called Bloknot agitatora ( The Agitator’s Notebook ).

Related to the general sense of propaganda is the concept of “ propaganda of the deed.” This denotes taking nonsymbolic action (such as economic or coercive action), not for its direct effects but for its possible propagandistic effects. Examples of propaganda of the deed would include staging an atomic “test” or the public torture of a criminal for its presumable deterrent effect on others, or giving foreign “economic aid” primarily to influence the recipient’s opinions or actions and without much intention of building up the recipient’s economy.

Distinctions are sometimes made between overt propaganda, in which the propagandists and perhaps their backers are made known to the reactors, and covert propaganda, in which the sources are secret or disguised. Covert propaganda might include such things as political advertisements that are unsigned or signed with false names, clandestine radio stations using false names, and statements by editors, politicians, or others who have been secretly bribed by governments, political backers, or business firms. Sophisticated diplomatic negotiation, legal argument , collective bargaining , commercial advertising, and political campaigns are of course quite likely to include considerable amounts of both overt and covert propaganda, accompanied by propaganda of the deed.

Another term related to propaganda is psychological warfare (sometimes abbreviated to psychwar ), which is the prewar or wartime use of propaganda directed primarily at confusing or demoralizing enemy populations or troops, putting them off guard in the face of coming attacks, or inducing them to surrender. The related concept of political warfare encompasses the use of propaganda, among many other techniques, during peacetime to intensify social and political divisions and to sow confusion within the societies of adversary states.

Still another related concept is that of brainwashing . The term usually means intensive political indoctrination. It may involve long political lectures or discussions, long compulsory reading assignments, and so forth, sometimes in conjunction with efforts to reduce the reactor’s resistance by exhausting him either physically through torture , overwork, or denial of sleep or psychologically through solitary confinement , threats, emotionally disturbing confrontations with interrogators or defected comrades, humiliation in front of fellow citizens, and the like. The term brainwashing was widely used in sensational journalism to refer to such activities (and to many other activities) as they were allegedly conducted by Maoists in China and elsewhere.

Another related word, advertising , has mainly commercial connotations , though it need not be restricted to this; political candidates, party programs, and positions on political issues may be “packaged” and “marketed” by advertising firms. The words promotion and public relations have wider, vaguer connotations and are often used to avoid the implications of “advertising” or “propaganda.” “Publicity” and “publicism” often imply merely making a subject known to a public, without educational, propagandistic, or commercial intent.

Argument, Persuasion, or Propaganda? Analyzing World War II Posters

• Resources & Preparation
• Instructional Plan
• Related Resources

In this lesson plan, students analyze World War II posters, chosen from online collections, to explore how argument, persuasion and propaganda differ. The lesson begins with a full-class exploration of the famous "I WANT YOU FOR U.S. ARMY" poster, wherein students explore the similarities and differences between argument, persuasion, and propaganda and apply one of the genres to the poster. Students then work independently to complete an online analysis of another poster and submit either an analysis worksheet or use their worksheet responses to write a more formal essay.

Featured Resources

• Argument, Persuasion, or Propaganda? : This handout clarifies the goals, techniques, and methods used in the genres of argument, persuasion, and propaganda.
• Analyzing a World War II Poster : This interactive assists students in careful analysis of a World War II poster of their own selection for its use of argument, persuasion, or propaganda.

From Theory to Practice

Visual texts are the focus of this lesson, which combines more traditional document analysis questions with an exploration of World War II posters. The 1975 "Resolution on Promoting Media Literacy" states that explorations of such multimodal messages "enable students to deal constructively with complex new modes of delivering information, new multisensory tactics for persuasion, and new technology-based art forms." The 2003 "Resolution on Composing with Nonprint Media" reminds us that "Today our students are living in a world that is increasingly non-printcentric. New media such as the Internet, MP3 files, and video are transforming the communication experiences of young people outside of school. Young people are composing in nonprint media that can include any combination of visual art, motion (video and film), graphics, text, and sound-all of which are frequently written and read in nonlinear fashion." To support the literacy skills that students must sharpen to navigate these many media, activities such as the poster analysis in this lesson plan provide bridging opportunities between traditional understandings of genre and visual representations. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• Argument, Persuasion, or Propaganda?
• Document Analysis for Argument, Persuasion, or Propaganda
• Poster Analysis Rubric

Preparation

• Make appropriate copies of Argument, Persuasion, or Propaganda? , Document Analysis for Argument, Persuasion, or Propaganda , and Poster Analysis Rubric .
• Explore the background information on the Uncle Sam recruiting poster , so that you are prepared to share relevant historical details about the poster with students.
• If desired, explore the online poster collections and choose a specific poster or posters for students to analyze. If you choose to limit the options, post the choices on the board or on white paper for students to refer to in Session Two .
• Decide what final product students will submit for this lesson. Students can submit their analysis printout from the Analyzing a World War II Poster interactive, or they can write essays that explain their analysis. If students write essays, the printouts from the interactive serve as prewriting and preparation for the longer, more formal piece.
• Test the Analyzing a Visual Message interactive and the Analyzing a World War II Poster interactive on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• discuss the differences between argument, persuasion, and propaganda.
• analyze visual texts individually, in small groups, and as a whole class.
• (optionally) write an analytical essay.

Session One

• Display the Uncle Sam recruiting poster using an overhead projector.
• Ask students to share what they know about the poster, noting their responses on the board or on chart paper.
• If students have not volunteered the information, provide some basic background information .
• Working in small groups, have students use the  Analyzing a Visual Message interactive to analyze the Uncle Sam poster.
• Emphasize that students should use complete, clear sentences in their responses. The printout that the interactive creates will not include the questions, so students responses must provide the context. Be sure to connect the requirement for complete sentences to the reason for the requirement (so that students will understand the information on the printout without having to return to the  Analyzing a Visual Message interactive.
• As students work, encourage them to look for concrete details in the poster that support their statements.
• Circulate among students as they work, providing support and feedback.
• Once students have completed the questions included in the  Analyzing a Visual Message interactive, display the poster again and ask students to share their observations and analyses.
• Emphasize and support responses that will tie to the next session, where students will complete an independent analysis.
• Pass out and go over copies of the Argument, Persuasion, or Propaganda Chart .
• Ask students to apply genre descriptions to the Uncle Sam poster, using the basic details they gathered in their analysis to identify the poster's genre.

Session Two

• Review the Argument, Persuasion, or Propaganda? chart.
• Elicit examples of argument, persuasion, and propaganda from the students, asking them to provide supporting details that confirm the genres of the examples. Provide time for students to explore some of the Websites in the Resources section to explore the three concepts.
• When you feel that the students are comfortable with the similarities and differences of the three genres, explain to the class that they are going to be choosing and analyzing World War II posters for a more detailed analysis.
• Pass out the Document Analysis for Argument, Persuasion, or Propaganda , and go over the questions in the analysis sheet. Draw connections between the questions and what the related answers will reveal about a document's genre.
• Demonstrate the Analyzing a World War II Poster interactive.
• Point out the connections between the questions in the interactive and the questions listed on the Document Analysis for Argument, Persuasion, or Propaganda .
• If students need additional practice with analysis, choose a poster and use the Analyzing a World War II Poster interactive to work through all the analysis questions as a whole class.
• Explain the final format that students will use for their analysis—you can have students submit their analysis printout from the Analyzing a World War II Poster interactive, or they can submit polished essays that explain their analysis.
• Pass out copies of the Poster Analysis Rubric , and explain the expectations for the project.
• Posters on the American Home Front (1941-45), from the Smithsonian Institute
• Powers of Persuasion, from the National Archives
• World War II Poster Collection, from Northwestern University
• World War II Posters, from University of North Texas Libraries

Session Three

• Review the poster analysis project and the handouts from previous session.
• Answer any questions about the Analyzing a World War II Poster interactive then give students the entire class session to work through their analysis.
• Remind students to refer to the Poster Analysis Rubric to check their work before saving or printing their work.
• If you are having students submit their printouts for the final project, collect their work at the end of the session. Otherwise, if you have asked students to write the essay, ask them to use their printout to write the essay for homework. Collect the essays and printouts at the beginning of the next session (or when desired).
• If desired, students might share the posters they have chosen and their conclusions with the whole class or in small groups.

The Propaganda Techniques in Literature and Online Political Ads lesson plan offers additional information about propaganda as well as some good Websites on propaganda.

Student Assessment / Reflections

Use the Poster Analysis Rubric to evaluate and give feedback on students’ work. If students have written a more formal paper, you might provide additional guidelines for standard written essays, as typically used in your class.

• Calendar Activities
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• Strategy Guides
• Lesson Plans

This resolution discusses that understanding the new media and using them constructively and creatively actually requires developing a new form of literacy and new critical abilities "in reading, listening, viewing, and thinking."

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

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The propaganda game history and authors.

Resources: Discussions and Assignments

Module 10 assignment: wwii propaganda poster.

For this assignment, you will review WWII propaganda posters and create a poster of your own.

Step 1 : Review the WWII propaganda posters in the National Archives  and the FDR Presidential Library and Museum . Be sure to focus on those from World War II. Look for dates or other cues as to the time period. Look at the materials in light of our definition of propaganda from the American Historical Society as a work using words, images, music, or other forms of expression to acheive a desired result within a particular audience.

Step 2 : Revisit the sections of our reading on World War II and consider what ideas the government needed citizens to believe in or what actions it needed citizens to take in order to support the war effort.

Decide on a particular World War II-era audience to whom you will pitch an idea they should believe in or an action they should take to support the war effort.

Step 3 : Create your own propaganda poster. Locate a suitable image online that you can paste into the thread accompanied by no more than two lines of text.

You can search .gov archives and open-access Flickr, among other sources. (As always, keep anything you share in class somewhere near a PG-13 rating!). Any images used should be openly licensed or in the public domain (for example, listed as CC0, CC-BY, or CC-BY-SA). You can search for openly licensed images within Flickr or other platforms, but google also offers search tools to help you find images that allow for reuse. You can click “tools”, then the dropdown menu will come down and allow you to select “Creative Commons,” as shown in the screenshot below.

The combination of image and text should be persuasive, especially given that propaganda is often trying to get its intended audience to do something difficult or unconventional. Your image can be very simple—just copy/pasted, or, if you want to show off your photoshopping or meme-building skills, that works too. You can use a program of your choosing, such as Microsoft Word, PowerPoint, Photoshop, or programs such as  Canva , Visme , Picktochart ,  Infogram ,  Easel.ly , Genially , Adobe Spark.

Step 4 : In a separate statement (200-250 words) that accompanies your poster (but isn’t framed within the image), explain in direct terms what result you were aiming for and at whom. What makes it propaganda? Where did you find a wartime need described in our reading that you could feature in your poster? Why did you think it was important for this need to be met?

• Module 10 Assignment: WWII Propaganda Poster. Authored by : Scott Barr for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution

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‘Too boring’: Chinese students are sleeping through propaganda

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