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Pushing with Propaganda: Advertisement’s Use of Propaganda
Techniques
Lauren Chessare
Normal Community High School
Summer 2011
Library of Congress, Prints and Photographs Division,
WPA Poster Collection, [LC-USZC2-985 DLC]
Advertisement’s use of propaganda is no secret to many; however, students often fail to
fully examine the use of propaganda techniques in ads throughout history and within our
current society. As high school students are constantly bombarded with images and
language meant to manipulate them into buying or supporting something, it is essential
that they are more aware of these techniques, and able to deconstruct advertisement’s
exploitation of them. Further, students aiming to develop strong persuasive skills must
be cognizant of the differences between propaganda techniques and strong rhetorical
appeals. Therefore, this lesson is designed to introduce students to propaganda
techniques, and teach them how to identify these within a variety of primary sources.
Ultimately, students will gather, analyze, and present their own findings of
advertisements to the class. As an extension to this lesson, students may eventually go on
to contrast these techniques to other forms of persuasion.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
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Students will:
 understand the concept of propaganda and its
common techniques.
 locate and evaluate sources found within the Library
of Congress’s website.
 recognize advertisement’s use of propaganda
throughout history and in our current society.
 apply their knowledge of propaganda techniques to
various types of advertisements.
 present their findings and analysis using appropriate
presentation techniques and visual aids.
Teaching with Primary Sources
Illinois State University
Recommended time frame
Grade level
Curriculum fit
Materials
Approximately 6 or 7 days (50 minute class periods)
11th – 12th
Advanced Speech (Persuasion Unit)
 Smartboard or projector
 PowerPoint teacher presentations
 Propaganda techniques
 Persuasion
 computer lab with internet access
 handouts
 rubric
 magazines that can be cut (if available)
Illinois State Learning Standards
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This lesson fulfills the following Common Core State
Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects:

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RI.11-12.1: Cite strong and thorough textual
evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text,
including determining where the text leaves matters
uncertain.
RI.11-12.7: Integrate and evaluate multiple sources
of information presented in different media or
formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a
problem.
W.11-12.7: Conduct short as well as more sustained
research projects to answer a question (including a
self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
SL.11-12.1: Initiate and participate effectively in a
range of collaborative discussions (one on-one, in
groups, and teacher-led) with diverse partners
building on others’ ideas and expressing their own
clearly and persuasively.
SL.11-12.4: Present information, findings, and
supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are
addressed, and the organization, development,
substance, and style are appropriate to purpose,
Teaching with Primary Sources
Illinois State University


Procedures
audience, and a range of formal and informal tasks.
SL.11-12.5: Make strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence
and to add interest.
SL.11-12.6: Adapt speech to a variety of contexts
and tasks, demonstrating a command of formal
English when indicated or appropriate.
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Day One:
 Ask students to write down what they think the
definition of propaganda is, and brainstorm where
propaganda can be found. Then, briefly discuss
their understanding of this concept as a class.
 Introduce students to propaganda techniques using a
PowerPoint presentation. While doing so, the class
may briefly discuss examples of each technique they
are already familiar with. Student should be sure to
take notes on these techniques, and the teacher may
use the propaganda techniques study guide for this.
 Once students are introduced to these techniques,
briefly explain what the Library of Congress is, and
the primary sources that are available on its website.
 Present students with examples of primary source
advertisements. These sources are located within
the PowerPoint presentation and resource table.
During each example, ask students to observe and
reflect on the advertisements, and discuss their
thoughts as a class. Also, for each example ask
students if they see any propaganda techniques and
what they are.
Day Two:
 Introduce students to the project assignment sheet
along with the advertisement analysis sheet located
within the handouts.
 Relocate from the classroom to a lab. Familiarize
students with how to locate primary sources by
sending them to the Library of Congress website,
and direct them to explore the American Memory
collection (The link to advertising collections will be
their best resource).
 Allow students to explore the website, and acquire
Teaching with Primary Sources
Illinois State University
their examples of advertisements and propaganda
techniques.
Days Three-Five:
 Students should continue finding their
advertisements on the Library of Congress website
and completing their analysis sheet in a lab.
 When they have finished this, they should seek out
contemporary advertisements that also portray
propaganda techniques, and complete the analysis
sheet.
 They should also start preparing to present their
findings, using visual aids (PowerPoint should be
used for this, but students may also bring in cuttings
from magazines, newspapers, etc. for their
contemporary advertisements examples if they
cannot scan and upload them).
 Whatever students do not accomplish during class
time should be assigned for homework.
Days Five-Seven:
 Students will present their findings and analysis
to their classmates in the form of a presentation
utilizing visual aids.
Evaluation
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
Extension
Students should be informally evaluated during day
one’s class discussions based on their contributions,
as well as monitored during their lab time.
More formally, students should be evaluated on their
advertisement analysis sheet in the handouts and
their presentation should be graded with the attached
rubric.
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Students will ultimately examine the differences
between propaganda and persuasion.
Introduce students to the rhetorical appeals ethos,
pathos, and logos with a PowerPoint presentation,
and begin a discussion on how these differ from the
propaganda techniques.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Ramsey and Brother
watch and jewelry
advertisement
Citation
Library of Congress, Rare
Book and Special
Collections Division.
URL
http://memory.loc.gov/cgibin/query/r?ammem/rbpebi
b:@field(NUMBER+@ban
d(rbpe+02301000))
1880! A Great
Opportunity 1880!Advertisement for
agents selling The
Illustrated Household
Magazine
Emergence of Advertising
in America: 1850-1920
Collection, # ncdeaa B013,
Digital Scriptorium
Project, Broadsides
Collection, Duke
University’s Rare Book,
Manuscript, and Special
Collections Library.
http://memory.loc.gov/cgibin/query/r?ammem/eaa:@f
ield(DOCID+@lit(eaa0003
09))
Admiral cigarette /
Thomas A. Edison,
Inc. commercialDisplays a banner
saying, “We All
Smoke”
Library of Congress,
Motion Picture,
Broadcasting, and
Recorded Sound Division.
http://memory.loc.gov/cgibin/query/r?ammem/papr:@
field(NUMBER+@band(ed
mp+1353))
Poster for Thirteenth
Naval District, United
States Navy, showing
a rat representing
Japan, approaching a
mousetrap labeled
"Army Navy
Civilian," on a
background map of
the state of Alaska.
Library of Congress, Prints
and Photographs Division,
WPA Poster Collection,
[LC-USZC2-985 DLC]
http://memory.loc.gov/cgibin/query/r?ammem/wpapo
s:@field(NUMBER+@ban
d(cph+3b48885))
Teaching with Primary Sources
Illinois State University
Poster for Cleveland
Division of Health
promoting milk,
showing a young man
holding a glass of milk
with the sun shining in
the background.
Library of Congress, Prints
and Photographs Division,
WPA Poster Collection,
[reproduction number LCUSZC2-1094 DLC]
http://memory.loc.gov/cgibin/query/r?ammem/wpapo
s:@field(NUMBER+@ban
d(cph+3b48994))
Teaching with Primary Sources
Illinois State University
Presentation Rubric
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Points
Organization
Research/
Examples
Development
and analysis
Visual Aid
Presentation
1-2
3-4
5-6
Little organization is
utilized; unclear
introduction and
conclusion; ideas “jump
around”
Some semblance of an
organization is used; however,
the introduction
and/conclusion is unclear or
ideas do not flow
Speaker includes an introduction
to draw in listeners and state
his/her focus, has a cohesive
body of his/her speech, and ends
with a sense of closure
Speaker is missing multiple
advertisements; research
incomplete
Speaker is missing one
advertisement, or does not
provide at least three
propaganda techniques
Speaker has found at least two
sources for the Library of
Congress and two current
examples that portray three or
more propaganda techniques
One or more description
and explanation of
techniques is missing;
explanations do not cover
propaganda techniques;
multiple ideas are
underdeveloped or not
present
Visual aid is missing
multiple components; no
PowerPoint is used; visual
aid clearly unprepared for
presentation
A description and explanation
is given for each example, but
is somewhat vague and/or does
not include all propaganda
techniques the ad uses or a
suggestion for how audience
members can avoid being
drawn into these
Speaker shares examples, but
lacks a creative or organized
PowerPoint; speaker is
missing a visual of an example
A thorough description is given
for each example, including an
explanation of all propaganda
techniques the ad uses, and a
suggestion for how audiences
members can avoid being drawn
into these techniques
Speaker does not appear
prepared; lacks
professionalism; multiple
inadequate presentation
techniques
Speaker is prepared,
understandable and
professional, but verbal or
nonverbal presentation
techniques need improvement
Total
Speaker shares examples
through the use of a creative and
organized PowerPoint which
includes links to their sources.
Any current print sources not
scanned into PowerPoint are
brought into class and shared as
well.
Professional; displays strong
verbal and nonverbal
presentation techniques; speech
is fluid; avoids vocal fillers
_______/ 30
Comments:
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Illinois State University
Handouts
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Name: _______________________________
Propaganda Techniques
Propaganda-
Transfer-
Bandwagon-
Name-calling-
Card-stacking-
Stereotypes-
Loaded words-
Emotional appealsTeaching with Primary Sources
Illinois State University
Pushing with Propaganda:
Advertisement’s Use of Propaganda Techniques
Your mission for this assignment is to gather a range of advertisements, analyze them
along with their use of propaganda, and present your findings to the class. Below are the
requirements for this project and presentation:

Locate a minimum of TWO advertisements from the Library of Congress website.

Locate a minimum of TWO current advertisements. Some good places to look
include the magazines (you can check our crates of magazines), newspapers,
commercials, or the internet.

Your advertisements should provide examples of at least THREE different
propaganda techniques- if you find multiple examples all using the same
technique, keep looking!

Complete the advertisement analysis sheet on four of your advertisements.

Present your findings to the class using visual aids to share your examples. Your
presentation should include:
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A brief introduction and conclusion.
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An explanation of each ad, and what propaganda technique(s) it portrays, and
a suggestion for how audience members can avoid being drawn into this.
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Your visual aids (the advertisements) should be in the form of a PowerPoint
presentation, but you may also bring in and share hardcopies of
advertisements from magazines, newspapers, etc. if you cannot scan them into
PowerPoint
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Proper verbal and nonverbal presentation techniques, including posture,
gestures, rate, volume, avoid vocal fillers, etc.
Work days: ________________________________
Due date: __________________
Teaching with Primary Sources
Illinois State University
Name: _____________________________________________
Pushing With Propaganda: Advertisement Analysis Sheet
1.
2.
Answer these questions on your first Library of Congress source:
a.
Describe what you see. What type of advertisement is this? What is this an advertisement for?
b.
Who do you think was the intended audience for this advertisement, and why do you think so?
c.
What propaganda technique(s) are utilized in this? How so?
Answer these questions on your second Library of Congress source:
a.
Describe what you see. What type of advertisement is this? What is this an advertisement for?
b.
Who do you think was the intended audience for this advertisement, and why do you think so?
c.
What propaganda technique(s) are utilized in this? How so?
3.
4.
Answer these questions on your first current source:
a.
Describe what you see. What type of advertisement is this? What is this an advertisement for?
b.
Who do you think was the intended audience for this advertisement, and why do you think so?
c.
What propaganda technique(s) are utilized in this? How so?
Answer these questions on your second current source:
a.
Describe what you see. What type of advertisement is this? What is this an advertisement for?
b. Who do you think was the intended audience for this advertisement, and why do you think so?
c.
What propaganda technique(s) are utilized in this? How so?