Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Ohio Standards
Connections
Technology
Technology and
Communications
Applications
Benchmark A
Apply appropriate
communication design
principles in published and
presented projects.
Indicator 3
Examine how and why
image, language, sound
and motion convey specific
messages designed to
influence the audience.
Social Studies
Social Studies Skills and
Methods
Benchmark A
Evaluate the reliability and
credibility of sources.
Indicator 1
Detect bias and propaganda
in primary and secondary
sources of information.
Library
Information Literacy
Benchmark B
Determine and apply an
evaluative process to all
information sources chosen
for a project.
Lesson Summary:
In this lesson, students will learn about the various types of
propaganda. They select issues of significance to them and
use the techniques of propaganda to design and create
posters depicting the chosen topics. Students may use word
processing, drawing and painting programs. Completed
assignments can be displayed on the walls in the classroom.
In addition, students will write narratives describing the
audience, voices and emotions identified in the posters.
This lesson brings together social studies, technology and
English language art and can be taught in collaboration or
individually. The School Library Media Specialist (SLMS)
could assist with instruction and preparation.
Estimated Duration: Five 50-minute periods
Commentary:
The intent of this lesson is to encourage students to learn
how to recognize propaganda messages. It also is intended
to make students aware of how human attitudes and
emotions can be affected using various techniques of
propaganda.
The use of technology in this lesson allows students to see
and produce a myriad of examples of propaganda in a
variety of formats.
A variety of learning opportunities are available to meet the
diverse modalities of all learners, and students can choose
the one modality that best fits their learning style.
This lesson also accommodates different student
populations, from nonreaders to gifted.
Pre-Assessment:
 Give students a copy of Attachment A, Pre-Assessment.
 Show students one example of a poster available from
resources for illustrations in Attachment B, Web
Resources for Graphic Illustrations of Propaganda, that
reflects propaganda techniques.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Indicator 2
Determine the author’s
authority for all resources
and identify points of
agreement and
disagreement among
sources.
Technology Literacy
Benchmark C
Utilize the Internet for
research, classroom
assignments and
appropriate personal
interests.
Indicator 4
Establish criteria for
evaluating the information
retrieved through Internet
searching (e.g., author’s
expertise, bias, coverage of
topic, timeliness).
Media Literacy
Benchmark C
Critique and evaluate the
intended impact of media
communications and
messages when delivered
and received by society as
a whole.
Indicator 3
Recognize propaganda and
rhetorical devices
embedded in visual and
text media components.


Have students complete and then share their answers
through class discussion.
Collect the pre-assessment from each student.
Instructional Tip:
You may want to consider using a topic relevant to the
student population or what they are studying in other
classes. Some suggestions include smoking, music, fast
food, student government, automobiles, or an issue of local
or national concern, such as contributing to disaster relief,
fire safety, ethical treatment of animals or environmental
concerns.
Scoring Guidelines:
As students orally share their answers, pay close attention to
the responses and use clarifying questions to explore their
depth of understanding. Use these responses to help
determine how much students really know about
propaganda and to guide what components of propaganda
the students need to learn or review during the actual lesson.
Also, at this time, determine any need for differentiated
instruction.
Post-Assessment:
Each student chooses an issue to illustrate what he or she
knows about propaganda. They should choose a topic or
issue that is meaningful to them.
Instructional Tips:
 Using word processing, drawing and/or painting
programs, students create a poster utilizing at least one
form of propaganda.
 The narrative describing the audience, voices and
emotions identified in the poster will be submitted to the
teacher.
 The teacher or an outside evaluator, such as another
teacher, administrator or expert on the subject of the
poster, can assess the Post-Assessment.
 You may want to assist student in selecting a topic.
Ideas of topics may include: smoking, music, fast-food,
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson


Student government, automobiles or an issue of local or national concern such as
contributing to disaster relief, fire safety, ethical treatment of animals, environmental
concerns.
Students could score each others projects using the Attachment C, Post-Assessment
Rubric. This gives them additional practice in recognizing the propaganda techniques.
Scoring Guidelines:
See Attachment C, Post-Assessment Scoring Rubric for the scoring guidelines.
Instructional Procedures:
Day One
1. Distribute the copies of Attachment A, Pre-Assessment and have students answer the
questions.
2. Allow 10 minutes of class time to write responses to questions.
3. Collect the pre-assessment from students.
4. Using the same graphic shown in the pre-assessment, display the following questions
to initiate a class discussion about the various techniques of propaganda. See
Attachment D, Analyzing the Message.
5. Solicit responses to the questions from the class, recording the responses on a chalk
board, overhead projector, chart paper, presentation device or white board.
6. Based on the responses, have students help create a list of ideas that illustrate
techniques of propaganda. This list should be recorded.
7. Add any techniques that have not been mentioned to the list. Refer to Attachment E,
Vocabulary Definitions, for the different types, and give each student a copy.
8. Discuss the vocabulary and examples associated with propaganda techniques.
9. Ask students to share additional descriptive examples of propaganda techniques.
Record all examples.
10. Ask students how technology can be used to manipulate messages. Record all
examples.
Instructional Tips:
 Be sure to explain that propaganda techniques are not inherently bad. Those
techniques are sometimes used for very good purposes. Students need this skill to
question the purpose or motive of all advertising.
 You can select a student as the scribe to assist you in recording the class discussion.
Concept mapping software works well with this type of classroom activity and may be
used to organize the list. See Attachment F, Concept Mapping Example.
 Some examples of how technology can be used to manipulate messages include photoediting software used to alter graphic images, altering voices or sound and use of color
and text.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Day Two
11. Review the propaganda techniques with students; refer to Attachment E, Vocabulary
Definitions.
12. Answer any questions students may have related to understanding the techniques.
13. Review appropriate Internet search strategies with students.
14. Provide sites where students may find examples see Attachment B, Web Resources
for Graphic Illustrations of Propaganda. Point out to students the difference between
primary and secondary sources of information.
15. Ask students to choose at least two examples.
16. Have students copy and paste these examples into a word-processing program.
17. Have students type below the graphic the technique of propaganda illustrated.
18. Have students explain in writing why these choices would be considered examples of
propaganda.
19. Have students share examples with the class.
Day Three
20. Review with students how technology can be used to manipulate information.
21. Share with students that they will be creating examples of propaganda posters on
issues of local or national concern. Ask them to reflect on the classroom discussion
about what defines a graphic as propaganda.
22. Have students generate a list of potential topics that is written on the board or
overhead projector for all students to see.
23. Have each student select and illustrate one propaganda technique in the poster.
Choices include: Bandwagon, Card-Stacking, Testimonial, Plain Folks, Transfer,
Fear, Logical Fallacies, Glittering Generalities or Name-Calling. Briefly discuss
elements of design that should be considered, such as font size and type, color,
graphics and placement.
24. Share and review the scoring rubric with students. See Attachment C, PostAssessment Scoring Rubric.
25. Answer any questions about the scoring guidelines for the project.
26. Using a word-processing, drawing and painting programs, have students begin to
produce their own visual examples of propaganda.
Day Four
27. Using word-processing, drawing and painting programs, have students complete their
own visual examples of propaganda.
28. Using word processing, have students write narratives describing the audience, voices
and emotions identified in their posters.
Day Five
29. Have students present their posters and orally explain the propaganda examples.
30. Collect the posters and narratives from the students.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Instructional Tips:
 If possible, students should be allowed the opportunity to stay after school to use the
computer lab to work on their projects.
 Students can submit hard copies of their posters to display on the walls of the
classroom.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond
the specified indicator(s).
 Provide additional information on basic terms, definitions and concepts for those who
may need it.
 Provide written and verbal instructions on how to use the software for those who may
need it.
 Demonstrate how to use equipment and software in small groups for those students
who may need extra assistance.
 Encourage students to interview classmates, friends and family about products that
uses propaganda techniques to persuade people to buy them.
Extensions:
 Tell students to bring in examples of propaganda found in magazines, newspapers,
comics, advertising, videos, speeches, audiotapes, radio broadcasts, television, Web
resources, billboards, etc. Have them describe the types of propaganda techniques
used.
 Have students count and record the numbers or types of propaganda they encounter in
one day.
 Encourage students to research in more depth the issues they chose for the
propaganda illustrations and write brief essays about them. Explaining if their
viewpoints were altered after additional investigation.
 Have students discuss ways to determine the credibility of the information presented
in resources.
 Have students analyze advertisements to see how propaganda techniques are applied
to sell products.
 Allow students to analyze ethical and legal issues associated with propaganda.
 As a class, discuss the social issues of presenting information manipulated with
technology innovations and formulate strategies that pose solutions to these issues.
 Tell students to write brief essays on the responsible use of technology.
 Allow students to create videos illustrating at least one technique of propaganda.
 Allow students to create audio newscasts illustrating at least one technique of
propaganda as it relates to political action, social protest or historical revolution.
 Have students use photo-editing software, scanners and poster making printer or
enlarge their design to poster size.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Home Connections:
Have students discuss project with family or friends to help plan their posters.
Have students present projects to family or friends for practice prior to the class
presentation.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or
any of its contents, by the Ohio Department of Education. The Ohio Department of
Education does not endorse any particular resource. The Web addresses listed are for a
given site’s main page; therefore, it may be necessary to search within that site to find
the specific information required for a given lesson. Please note that information
published on the Internet changes over time; therefore, the links provided may no longer
contain the specific information related to a given lesson. Teachers are advised to
preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
Internet access; computer; word-processing, drawing and painting
software to produce product; color printer
For the student:
Internet connection; word-processing, drawing and/or painting
software to produce product; computers, preferably one for each
student (If one computer per student is not available, teacher can have
students rotate using available computers.); internet access; color
printer
The Instructional Management System (IMS) offers a valuable pool of standard-based
resources. Listed below are lessons that can support Technology ACS implementation.
Suggested IMS Linked Lessons:
 English language arts Writing and Presenting a Persuasive Paper, Grade Nine;
 English language arts Information, Technical and Persuasive Text, Grade Eight;
 English language arts Delivering a Persuasive Speech, Grade 10;
 Science Scientific Inquiry, Grade 11.
Vocabulary:
 bandwagon - technique that appeals to the idea that everyone is doing it and so should
you; “getting on the bandwagon.” Example: Everyone is buying it and so should you!
Don’t be left out!
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
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card stacking - the propagandist stacks the cards against the truth, omitting facts and
offering false testimony. Example: Snake-oil salesman
fear – technique that employs scare tactics to get us to follow a particular course of
action.
glittering generalities – technique that links a person or idea to a positive symbol.
logical fallacies – technique deliberately manipulates logical ideas to promote a
cause.
name calling – technique that links a person or idea to a negative symbol.
plain folks – brings the ordinary, everyday person in touch with the issue or product,
etc. Example: a famous person is shown eating at a popular restaurant or shopping in
the grocery store.
propaganda – information that is shared for the purpose of promoting a particular
cause
testimonial – uses the endorsement of a celebrity or famous person. Example: The
picture of a famous sports figure that appears on a cereal box endorsing that eating
this particular cereal will make you perform like him or her.
transfer – technique that attempts to link an important person, place or thing to
something that is desired for us to accept.
Library Connections:
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making
library connections across academic content standards and disciplines. Also included are
grade-band models for student research and specific information concerning copyright
and fair use of materials laws. K-12 teachers are encouraged to utilize the library
guidelines and collaborate with the school library media specialist whenever possible.
Ohio’s library guidelines can be found under the heading of Library at
www.ode.state.oh.us, keyword search Library.
Research Connections:
Arter, Judith and Jay McTighe. Scoring Rubrics in the Classroom: Using Performance
Criteria for Assessing and Improving Student Performance. Thousand Oaks, CA: Corwin
Press, 2001.
Daniels, Harvey and Marilyn Bizar. Methods that Matter: Six Structures for Best Practice
Classrooms. ME: Stenhouse Publishers, 2000.
Smutny, Joan F. Differentiation and Creativity (Content). A Professional Development
Offering of Phi Delta Kappa International. 5 November 2003. Presentation materials.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Sousa, David A. How the Brain Learns: A Classroom Teacher’s Guide. Reston, VA:
NASSP, 1995.
Stiggins, Richard J. Student-Involved Classroom Assessment. Upper Saddle River, NJ:
Merrill Prentice Hall, 2001.
Torrance, E. Paul. The Search for Satori and Creativity. Buffalo, NY: Creative Education
Foundation, 1979.
Technology for All Americans Project, Measuring Progress: A Guide to Assessing
Students for Technological Literacy, Reston, VA: International Technology Education
Association, 2004.
Standards-based student assessment supports the systematic, multi-step process of
collecting evidence on student learning, understanding and abilities and using that
information to inform instruction and provide feedback to the learner, thereby
enhancing learning. Students should be assessed often using a variety of tools and
methods. The design of student assessments should follow set principles, such as
utilizing authentic assessment that provides students the opportunity to demonstrate
their knowledge and abilities in real-world situations. Note: the complete
publication and other resource materials are available online at the Ohio page of the
ITEA Center to Advance the Teaching of Technology and Science [CATTS] web
link: http://www.iteaconnect.org/EbD/CATTSresources/CATTSresourcesOH01.htm
General Tips:
A computer lab setting is preferred but not required.
Attachments:
Attachment A, Pre-Assessment
Attachment B, Web Resources for Graphic Illustrations of Propaganda
Attachment C, Post-Assessment Scoring Rubric
Attachment D, Analyzing the Message
Attachment E, Vocabulary Definitions
Attachment F, Concept Mapping Example
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment A
Pre-Assessment
Student Name:___________________________________________________________
Poster Analysis
Observation
Knowledge
Describe exactly what you
see in the poster.
What audience, voices and
emotions are identified in
this poster?
Interpretation
What can you conclude
from what you see?
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment B
Web Resources for Graphic Illustrations of Propaganda
www.calvin.edu
Under the Search category, select Calvin’s Web site.
Type in “Propaganda” in Google search bar.
Multiple links to propaganda examples are available.
World War II examples
www.library.georgetown.edu
Select the link to “Departments”
Choose special collections.
In “Researching Special Collections” type in “amposter.”
Click on the link that appears for “amposter.”
World War I examples
www.library.unt.edu
Select the link for the Site Map.
Under Research Sources, select “Government Information.”
In the Search box, type in “mapsandposters.”
Choose the link to WWII posters.
WWI and WWII posters depicting propaganda
http://en.wikipedia.org
In the search box, type in “Propaganda.”
Wikipedia, a free encyclopedia, has numerous resources on propaganda. This is an
excellent site.
www.centcom.mil/galleries/leaflets/showleaflets.asp
Choose the link to “galleries.”
Choose the link to “leaflet galleries.”
Propaganda leaflet drops from U.S. Military
http://americanart.si.edu
In the search box, type in “posters on propaganda.”
Select “Collections and Exhibitions.”
Choose any of the links to examples of posters depicting propaganda.
The Smithsonian Institute offers some information and posters depicting propaganda.
www.loc.gov
In the search box, type in “politics and propaganda.”
Select any of the links to examples.
Politics and Propaganda from the Library of Congress Prints and Photographs: An
Illustrated Guide
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment B
Web Resources for Graphic Illustrations of Propaganda, Continued
www.archives.gov
Choose “Online Exhibits” under Explore and Interact.
Click on “Powers of Persuasion – Posters from World War II.”
www.pbs.org
Click on “Now.”
Click on “Politics and the Economy.”
In the second search box, type in “propaganda.”
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment C
Post Assessment Scoring Rubric
Student Name:___________________________________________________________
Beginning
Developing
Accomplished
Exemplary
Evidence of
propaganda technique
No evidence of
propaganda
technique.
Attempt to
include a
technique.
Evidence of at
least one
technique.
Comprehension of
propaganda
techniques
Shows little
comprehension.
Shows some
comprehension.
Shows adequate
comprehension.
Shows little
originality.
Shows some
originality.
Shows
originality.
Poster is visually
attractive
Lacks color and
images.
Uses some
colors and
images.
Narrative- evidence of
audience, voice and
emotions
Only one
element of the
narrative is
identified in the
written
component.
Two elements of
the narrative are
identified in the
written
component.
Colors and
images match
the content.
The audience,
voices and
emotions are
identified in
written
component.
Evidence of
more than one
technique.
Shows
exceptional
comprehension.
Shows
exceptional
originality.
Colors and
images enrich
the content.
Oral presentation
Fails to give an
oral
presentation.
Lacks some
components for
a good oral
presentation.
Originality
Delivers a good
oral presentation
to the class.
Narrative is
well-written
and elements
are easily
identified.
Delivers an
excellent oral
presentation to
the class.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment D
Analyzing the Message
- For whom is the message intended?
- To what audience is it being addressed?
- Whose perspective is being presented?
- Whose voices are heard?
- Whose voices are absent?
- What is depicted in the poster?
- How are the elements arranged?
- What is the effect of the arrangement?
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment D
Analyzing the Message, Continued
- How is color used?
- What is the effect?
- What other elements are used to enhance the message? (Font size and type, pictures,
graphics)
- What emotions does the poster arouse?
- Who is the audience for whom this poster is designed to appeal?
- What message do you get besides the one that’s printed on the poster?
- When is propaganda bad?
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment E
Vocabulary Definitions
Bandwagon - technique that appeals to the idea that everyone is doing it and so should
you; “getting on the bandwagon.” Example: Everyone is buying it and so should you!
Don’t be left out!
Card stacking - the propagandist stacks the cards against the truth, omitting facts and
offering false testimony. Example: Snake-oil salesman
Fear - technique that employs scare tactics to get us to follow a particular course of
action.
Glittering generalities - technique that links a person or idea to a positive symbol.
Logical fallacies - technique deliberately manipulates logical ideas to promote a cause.
Name calling - technique that links a person or idea to a negative symbol.
Plain folks - brings the ordinary, everyday person in touch with the issue or product, etc.
Example: a famous person is shown eating at a popular restaurant or shopping in the
grocery store.
Propaganda - information that is shared for the purpose of promoting a particular cause
Testimonial - uses the endorsement of a celebrity or famous person. Example: The
picture of a famous sports figure that appears on a cereal box endorsing that eating this
particular cereal will make you perform like him or her.
Transfer – technique that attempts to link an important person, place or thing to
something that is desired for us to accept.
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Media Literacy: Discovering and
Understanding Propaganda – Grade Nine
Interdisciplinary Lesson
Attachment F
Concept Mapping Example
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