Techniques 2

Propaganda Techniques
Jane Ogunmokun and Kathy Taylor
Thomas Metcalf Laboratory School

Illinois State University
Summer 2005
Library of Congress
Prints & Photographs Division
Reproduction Number: LC-USZ62-92565
Television commercials have an enormous impact on the buying power of Americans. Students
need to become aware of the influence used in commercials to make them more appealing to the
buyer. The purpose of this activity is to expose students to different propaganda techniques.
This activity will allow them to become commercial directors using one or more propaganda
techniques to use to market their products during Mini Societies Unit. In addition they will use
the knowledge and skills gained as consultants to 3rd and 4th grade students.
Overview/State Standards/Resources/Procedures/Evaluation
Overview Back to Navigation Bar

Objectives Students will:
1. Identify propaganda techniques used in
advertisements.
2. List 5-10 reasons why certain propaganda techniques
are used to sell products.
3. Write their own advertisements using propaganda
technique that will influence others to buy their
products during Mini Societies.
4. Videotape their commercials for public speaking
practice.
5. Write a short paragraph describing how learning to
recognize propaganda techniques can help students
when it comes to purchasing items.
6. Allow students to work in cooperative learning
settings in designing advertisements for Mini
Societies Unit.
Recommended time frame 4 weeks

Grade level 5th-6th
An Adventure of the American Mind

Propaganda Techniques 2
Curriculum fit Language Arts

Resources  Image table for Propaganda Techniques
 Worksheet
 PowerPoint
 Old magazines, tag-board, scissors, glue, video
equipment, computer with slide show presentation
equipment.
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 4: Listen and speak effectively in a variety of
situations.
 4A. Listen effectively in formal and informal
situations
 4B. Speaking effectively using language
appropriately to the situation and audience
GOAL 5: Use the language arts to acquire, assess and
communicate information.
 5C. Apply acquired information, concepts, and ideas
to communicate in a
Procedures Back to Navigation Bar

1. Review propaganda techniques generally used in
advertisements. Give definition and examples of
each.
***In-depth analysis and discussion of the propaganda unit
occurred previously. This lesson is a wrap up of the entire unit.
a. Bandwagon: persuading people to do something

by letting them know others are doing it.
e.g. buy Nike shoes because everyone in the neighborhood has a
pair
b. Emotional words: words that will make you

feel strongly about someone or something.
e.g. an ad about drunk driving saying, “You drink, you lose.”
c. Facts and Figures: statistics and objective

factual information is used to prove the
superiority of the product
e.g. a car manufacturer quotes the amount of time it takes their
car to get from 0 to 100 mph
d. Magic Ingredients: the suggestion that some

almost miraculous discovery makes the product
exceptionally effective
e.g. a pharmaceutical manufacturer describes a special coating
that makes their pain reliever less irritating to the stomach than

a competitors
e. Patriotism: the suggestion that purchasing this
product shows your love of your country
e.g. a company brags about its product being made in Canada
and employing Canadian workers
f. Plain Folks: the suggestion that the product is a

practical product of good value for ordinary
people
e.g. a cereal manufacturer shows an ordinary family sitting
down to breakfast and enjoying their product
g. Repetition: the product name is repeated at least

four times.
e.g. ad advertisement naming the product multiple times—say
the name at the beginning and end, print the name, and show
the emblem.
h. Snob Appeal: the suggestion that the use of the

product makes the customer part of an elite group
with a luxurious and glamorous life style
e.g. a coffee manufacturer shows people dressed in formal
gowns and tuxedos drinking their brand at an art gallery
i. Testimonial: using the words of a famous

person to persuade you.
e.g. a famous hockey player recommends a particular brand of
skates
j. Transfer: using the names or pictures of famous

people, but not direct quotations.
e.g. a textile manufacturer wanting people to wear their product
to stay cool during the summer shows people wearing fashions
made from their cloth at a sunny seaside setting where there is a
cool breeze
2. Assign students to write down any commercials they

can think of from any and all media. Have a
discussion on what type of propaganda technique was
used and its suitability.
3. Using old magazines, students will choose a variety

of advertisements to analyze and examine the
propaganda technique used in each piece.
4. Students will generate ideas and plan to create

advertisements using one or more propaganda
technique suitable for marketing their product during
Mini Societies.

5. Students will work with 3rd and 4th grade students

during Mini Societies Unit as experts/consultants
assisting with proper and effective marketing
techniques of their clients’ products.
TYING IT ALL TOGETHER:

1. Document students’ advertisements through
multi-media.
2. Encourage students to identify and justify the
techniques they used with their 3rd and 4th grade
clients.
Evaluation Back to Navigation Bar

1. Worksheet
2. PowerPoint class discussion
3. Rubric for advertisement design
4. Rubric for multi-media project.


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Propaganda Techniques

Jane Ogunmokun and Kathy Taylor

Thomas Metcalf Laboratory School

Overview Back to Navigation Bar

Recommended time frame 4 weeks

An Adventure of the American Mind

Curriculum fit Language Arts

Procedures Back to Navigation Bar

a. Bandwagon: persuading people to do something

b. Emotional words: words that will make you

c. Facts and Figures: statistics and objective

d. Magic Ingredients: the suggestion that some

An Adventure of the American Mind

f. Plain Folks: the suggestion that the product is a

g. Repetition: the product name is repeated at least

h. Snob Appeal: the suggestion that the use of the

i. Testimonial: using the words of a famous

j. Transfer: using the names or pictures of famous

2. Assign students to write down any commercials they

3. Using old magazines, students will choose a variety

4. Students will generate ideas and plan to create

An Adventure of the American Mind

5. Students will work with 3rd and 4th grade students

TYING IT ALL TOGETHER:

Evaluation Back to Navigation Bar

An Adventure of the American Mind

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