Identifying Types of Propaganda

Propaganda Examples

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Characteristics of Propaganda

Beyond the meaning above, the process itself relies heavily on ethos and pathos, and will only use logos if it accesses the other two. It isn’t terribly concerned with facts, figures, or truth; instead, propaganda relies mostly on the emotional responses of its audience to generate agreement and action. While students may recognize that there are similar techniques used in both propaganda and advertising, propaganda is generally considered to be a negative term, even though it can be applied to achieve positive goals. Advertising is generally not a negative concept, although it does aim to psychologically prompt its target audience into buying a product. Advertising is primarily concerned with increasing sales; propaganda, on the other hand, is more concerned with changing public attitudes and policy.

Propaganda is defined by particular characteristics, which set it apart from straightforward facts, and usually reveal hidden or underhanded motives or a negative symbol. These elements include:

• Appeals to the emotions (pathos) rather than intellect

• Information is value-laden and accesses audiences’ judgments, prejudices, and sense of ethics (ethos)

• Uses selective information; not balanced

• Intentions or motives matter; there is a specific goal for the information

Propaganda uses various mediums to gain attention and target audiences. These mediums include:

There are very obvious uses that many students will be familiar with, such as the anti-Semitic propaganda of Nazi Germany, or the pro-war posters in the United States during World Wars I and II. Check out The Moon is Down by John Steinbeck, which was written as a pro-democracy novella for the occupied countries of World War II, and is another example. Steinbeck’s book was considered a huge success, and was covertly translated and passed out by underground rebels across Europe.

In response to the rise of propaganda and concern that the general public did not know how to critically analyze information, the Institute of Propaganda Analysis was established in 1937 by Edward Filene, Kirtley Mather, and Clyde R. Miller. The purpose of the Institute was to provide the general public data about the types of propaganda, the tactics used, and strategies to analyze it in order to combat the psychological effects and success of such information. It operated until 1942, and it classified propaganda into seven key categories.

Institute of Propaganda Analysis: Types of Propaganda Techniques

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Books and plays that have been classified as propaganda:

• Lord of the Flies by William Golding
• The Moon is Down by John Steinbeck
• The Fountainhead, Anthem, and Atlas Shrugged by Ayn Rand
• 1984 and Animal Farm by George Orwell
• Brave New World by Aldous Huxley
• Mockingjay by Suzanne Collins
• The Orphan Master’s Son by Adam Johnson
• The Tragedy of Richard III by William Shakespeare

Common Core State Standards

Although this activity can be used for multiple grade levels, below are Common Core State Standards for Grades 9-10. Please see your Common Core State Standards for the correct grade-appropriate strands.

• ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
• ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

A great way to have students gain an understanding of propaganda is to have them create one of their own. On their own or in a group, have students select a rule or aspect of school they dislike: detention, school lunches, homework, final exams, etc. Then, have them spin it into something positive to promote it to their classmates. As they craft their plan, they should use one of the seven types, and be able to explain how their strategy accesses the emotions of the audience. If they incorporate logos and ethos as well, they should include that in their explanations. Have students create a storyboard they can present to the class that promotes their topic in a positive light.

Specific Tactics to Look For

• Loaded Language and Emotional Appeal: It often employs emotionally charged words and phrases to trigger specific emotions, such as fear, anger, or happiness. For example, a piece of information that uses words like "dangerous threat" or "urgent crisis" aims to evoke fear and prompt immediate action.


• Simplistic Messaging: Propaganda tends to present complex issues in black-and-white terms, ignoring nuances and alternative viewpoints. It simplifies matters to create a clear, easily digestible message that supports its agenda.


• Demonization of Opponents: Look for messages that portray opponents as entirely negative, using extreme labels or symbols. For instance, political adversaries might be depicted as corrupt or unpatriotic, appealing to the name calling technique.


• Unrealistic Promises: It often makes grand promises or offers miraculous solutions to problems. If a message sounds too good to be true or guarantees quick fixes without substantiated evidence, it could be employing the glittering generalities technique.


• Appeal to Authority: Propaganda leverages authority figures, respected individuals, or celebrities to endorse a message and influence public perception. If a message heavily relies on the endorsement of such figures, it might be using the testimonial technique.


• Creating a Sense of Urgency: Messages that create an artificial sense of urgency or crisis prompt hasty decisions. Propaganda capitalizes on this urgency to discourage critical thinking and encourage quick acceptance.


• Repetition: The mass media and social media platforms often repeat messages to ensure they stick in people's minds. Repetition can lead to acceptance, even if the information lacks substance.


• Manipulative Imagery: Visual elements, such as images and symbols, play a crucial role in propaganda. They evoke emotions and reinforce the desired narrative, appealing to human nature's tendency to respond to visuals.


• Consider the Source: Investigate the source of the information. Propaganda might originate from biased or unreliable sources with clear agendas.


• One-Sided Presentation: Propaganda typically offers a single perspective, ignoring alternative viewpoints. It aims to control the narrative by presenting information in such a way that only one conclusion seems valid.


• Psychological Motivations: Propaganda taps into psychological motivations, like the desire for belonging and acceptance, which is exploited through bandwagon propaganda.


• Fear Appeals: The technique of fear appeals capitalizes on human emotions, warning of dire consequences if a particular action isn't taken. This technique aims to manipulate people's behavior through fear.

By studying the different types of propaganda, individuals can gain insights into the varying strategies used to sway public opinion, manipulate emotions, and shape beliefs, empowering them to engage with information more critically and make informed judgments. By recognizing specifically the characteristics of propaganda and familiarizing yourself with the 12 types of propaganda techniques, you can develop the skills needed to discern and analyze information critically. This awareness enables you to make informed decisions and guard against manipulation of perceptions and beliefs.

Frequently Asked Questions about Identifying Types of Propaganda

What are some ways to identify propaganda and talk about it with my child or student in a way that is age-appropriate and understandable?

When discussing with children, use age-appropriate language and examples they understand. Start with a simple definition, like "Propaganda convinces using untrue or biased information." Relate it to ads or social media they know. Encourage questions and critical thinking. Stress that not all info is accurate, discussing possible outcomes of believing propaganda. Highlight diverse views and public relations and media literacy's role in countering it.

What are the types of propaganda that children may encounter in their daily lives?

Children may encounter various forms of propaganda technique in their daily lives, such as in advertisements, social media posts, television shows, news articles, and even in textbooks. For example, commercials often use catchy slogans and music to persuade children to buy a particular product or brand, while social media posts may be designed to promote a certain viewpoint or ideology. Political propaganda can also be present in children's lives, such as political ads, speeches, and campaign materials. For instance, the relatable behavior and down-to-earth image projected by politicians mingling with everyday citizens exemplify what is called plain folks propaganda, a technique that aims to create a sense of connection and authenticity between leaders and the public. These messages may use emotionally charged language, biased information, or even misinformation to sway people's opinions and beliefs. In schools, textbooks and curriculum materials can also be a source of propaganda. For example, some textbooks may present a particular version of history that portrays a certain country or group in a favorable light, while downplaying or omitting information that does not align with this narrative. By learning to evaluate information carefully and seek out diverse perspectives, children can develop the skills to navigate a complex and often biased media landscape.

How can I help my child identify and critically analyze propaganda when they come across it?

Helping children analyze propaganda involves diverse strategies for parents and teachers. Encouraging critical thinking through questions like "Who created this?" and "Is evidence provided?" is effective. Teaching recognition of propaganda techniques—emotional language, appeals to authority—boosts their ability to spot manipulation and negative opinion. This equips children to identify biased influence.

Are there any strategies or tools that teachers can use to teach their students about propaganda in the classroom?

There are many strategies and tools that teachers can use to teach their students about propaganda in the classroom. One approach is to use real-life examples, such as political ads, social media posts, or news articles, to help students understand the techniques and strategies that are commonly used. Another strategy is to use role-playing activities, debates, or simulations to help students practice critical thinking and media literacy skills. For example, students can be divided into groups and assigned to represent different viewpoints on a particular issue, and then engage in a debate or discussion to practice evaluating and analyzing information from multiple perspectives. Teachers can also use media literacy resources, such as online games, interactive lessons, or multimedia projects, to help students develop their critical thinking and analysis skills.