CONTENT STANDARD 5.0 LOGIC
Grade Level Expectations
 GLE 0801.5.4 Analyze written and oral communication for persuasive devices.
 GLE 0801.5.5 identify and analyze premises, including false premises.
State Performance Indicators
• SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon,
loaded words, testimonial, name-calling, plain folks, snob appeal).
• SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-
Materials needed:
•Visual examples of propaganda (magazine ads, political cartoons, posters, etc.)
Assessment Activity Title: Recognizing Propaganda Techniques in Media
Description of Activity:
1. Discuss/define different types of propaganda techniques which will be
assessed (bandwagon, testimonial, loaded words, name-calling, plain
folks, snob appeal). Discuss the importance of being a critical
consumer of information.
2. Ask students to form partners. Pass out laminated examples of visuals
which contain the propaganda techniques listed above to each set of
partners (Page 7-21, Propaganda Techniques.ppt).
3. Ask students to work with their partner to discuss the purpose of the ad
and identify the dominant propaganda device used in the ad. They
should also do the following: identify/discuss other propaganda
techniques the designer embedded to further strengthen the ad’s
message, the target audience, the validity of the message, the kinds of
questions the viewer should ask himself/herself in assessing validity,
and the overall effectiveness of the ad.
4. After students have evaluated their ads, they should share their ad with
the class, explaining the purpose of the ad, the dominant propaganda
technique used (and additional techniques as well), the target
audience, and questions the viewer should ask himself/herself in
assessing validity.
Assignment Extensions:
After identifying the propaganda techniques used in print media, tell students
that they will work with propaganda from the perspective of radio and TV
commercials. Divide students into groups of 4. Assign each group a specific
propaganda technique. Tell groups that they are to create a 30—60 second
radio or TV commercial on a product of their choice (either real or totally new),
using the technique assigned to them as the dominant propaganda technique.
(They should not tell what they have been assigned so that the audience can
identify it in presentation.) Allow enough time for each group to brainstorm, be
creative, produce, and practice. Then have group presentations. At the end of
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each presentation, the audience should be able to identify the dominant
propaganda technique the group was assigned.
Digital collections:
http://library.duke.edu/digitalcollections/adaccess/browse/
PowerPoint Propoganda Technicques
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Recognizing Propaganda Techniques
Propaganda—a systematic set of messages designed to shape the
opinions or behavior of large numbers of people so that they will
respond in the way the propagandist desires.
1. Bandwagon—technique encourages us to support an action or
opinion because it is popular—because “everyone else is doing it.”
2. Testimonial—technique uses a “big name” personality or
someone highly respected to give a statement of support
(testimonial) for a given product or idea.
3. Loaded Words—technique uses “loaded” or emotive words
(words that make use feel strongly about someone or something) to
produce the desired response in the audience.
4. Plain Folks—technique uses a “folksy” approach to convince us to
support someone or something; speaker appears to be a person
“just like us.” Ex: candidate who goes around shaking hands with
factory workers or who dresses in blue jeans and denim shirt and
drives a Ford pick-up truck instead of a Cadillac Escalade.
5. Name-Calling—technique links a negative label to a person or
idea in the hopes that the audience will reject the person or idea
based on the label instead of examining the evidence. Ex: a
candidate for office is described as a “foolish idealist” or a “twofaced liar.”
6. Snob Appeal—technique uses an “elitist” approach to sell a
product or an idea. Ex: an ad picturing a sleek new Mercedes with
a woman dripping in diamonds beside it and the words “Only for
the few.”
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Propaganda Techniques in Media
Directions: As you discuss your ad with your group,
consider the questions below.
1. What is the dominant propaganda technique?
2. What other techniques are used to further
strengthen the message? What else is used to
“push” the message?
3. Who is the target audience?
4. What does the designer of the piece want me to
think or believe?
5. How valid/accurate is the message?
6. What questions should I ask myself when
evaluating the validity of this message?
7. Is the ad effective? Why/why not?
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Recognizing Propaganda Techniques
Creating Commercials with Propaganda (5.0)
Materials:
 Silhouette transparency
 Laminated ads, posters, political cartoons which use propaganda techniques
Description:
This activity is designed accomplish three goals: to acquaint students with the seven propaganda
devices identified in the standards and develop an understanding of each technique, to expose
students to each technique through some form of visual media, and to provide students with an
opportunity to demonstrate their understanding of these techniques by creating a radio or TV
commercial which incorporates an assigned propaganda technique.
Step-by-Step:
1. Show the silhouette transparency. Ask participants what they see. Then ask them to
look even closer to find a second image. Point out that propaganda messages work in
much the same way as this silhouette. We are “tricked” into seeing the obvious message
because we are momentarily distracted with the obvious message (like the man playing
the sax), but we frequently miss the “hidden” message in the ads (like the woman’s face).
Whether we realize it or not, propaganda pervades our daily lives, helping to shape our
attitudes on thousands of subjects. Our goal as teachers is to help students learn to
evaluate the entire message of a particular piece of media so that they will know how to
challenge and question what is presented instead of blindly accepting it as truth. In other
words, we must help students become critical consumers of information.
2. Give each participant the handout which identifies the six propaganda techniques
students will be responsible for recognizing. Discuss the ones which were in the old
standards (bandwagon, testimonial, loaded words). Note the addition of the devices
which are new to the standards. Note that Name-calling is added to the 6th grade
standards (for a total of 4 types). Plain folks is added in 7th grade (for a total of 5
techniques). Snob appeal is added in 8th grade (for a total of 6 techniques).
3. Have participants form groups of 2 to 4. Give each group a piece of visual propaganda
(ad, political cartoon, posters, etc.). Ask them to discuss the type and purpose of their
piece and identify the dominant propaganda technique used. They should also do the
following: identify other propaganda techniques embedded to further strengthen the
message, the target audience, the validity of the message, the kinds of questions the
viewer should ask himself/herself in assessing validity, and the overall effectiveness of
the ad.
4. Have groups share the results of their discussions.
5. If there is time, tell participants that we will now work with propaganda from the
perspective of radio and TV commercials. Divide participants into 7 groups. Assign
each group a specific propaganda technique. Tell groups that they are to create a 30-60
second radio or TV commercial on a product of their choice (either real or totally new),
using the technique assigned to them as the dominant propaganda technique. (They
should not tell what they have been assigned so that the audience can identify it in
presentation.) Allow enough time for each group to brainstorm, create, and practice their
commercial. Then have group presentations. At the end of each presentation, the
audience should be able to identify the dominant propaganda technique the group was
assigned.
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