Persuade with Emotional Appeals

Students will build persuasive writing skills and media literacy as they explore techniques of propaganda and develop commercials that persuade viewers.

App : Frames™



The term propaganda may make you think of evil empires or the “ loss daunt ” of the 40s and 50s, but we are surrounded by propaganda of a different kind. The elements of propaganda are used, much very efficaciously, in commercials and advertisements. One of the best ways to understand how we can be manipulated by these techniques is to create media in the same form. In this project, students will create an ad that employs the techniques of propaganda to sell a product or overhaul .


Propaganda exists around us in many forms. To help students move toward a strong agreement of how propaganda is used, work as a class to develop a definition. student responses may look something like this :

  • Propaganda —the use of a variety of communication techniques to create an emotional appeal to accept a particular belief or opinion, to adopt a certain behavior, or to perform a particular action.

ask students to share examples of times they have seen or heard propaganda and how it affected them. Would knowledge of the rehearse of propaganda have changed the effectiveness of the message ? Brainstorm reasons that leaders, organizations, and companies employ propaganda .

Introduce the respective forms of persuasive communication referred to as propaganda. Some major forms are :

  • Name Calling —linking a person or idea to a negative symbol. (i.e. commie, fascist, yuppie)
  • Glittering Generalities —using virtue words; the opposite of name calling. (i.e. heroism, patriotism, family)
  • Transfer —linking the authority or prestige of something well-respected and revered, such as a church or nation, to something they would have us accept. (i.e. a political activist closing an inflammatory speech with a prayer)
  • Testimonial —a celebrity promoting or endorsing a product, policy, or political candidate. (i.e. an athlete’s photo on a cereal box)
  • Plain Folks —convincing the audience that a person or ideas is “of the people.” (i.e. a famous actress shopping for groceries)
  • Bandwagon —making the appeal that “everyone else is doing it, and so should you.” (e.g. an ad that states “everyone is rushing down to their Ford dealer”)
  • Fear —playing on deep-seated fears; saying disaster will result if you do not follow a particular course of action. (e.g. an insurance company pamphlet that includes pictures of houses destroyed by floods)

You will want to review and discuss each type of propaganda as a classify. You may want to gather video recording clips of a variety of propaganda techniques, or find a series of ads in familiar magazines that demonstrate them. Be certain to preview the commercials first and select examples you feel are appropriate for your classroom and that exemplify specific propaganda techniques. once you have found examples, exploit as a classify to identify the different techniques used, and discuss how effective they were .


After students have completed their investigation of propaganda techniques, divide them into small groups. Ask each group to brainstorm a newly intersection or service that will be advertised in a commercial utilize at least two propaganda techniques .
once they have chosen a product or serve, have them brainstorm different ways they could use propaganda techniques to sell it. Once they have a broad tilt, the group should add details that describe how each proficiency might be applied to their product. Have them choose the two most effective techniques and formalize the script. To help them better visualize the commercials, have each team develop a storyboard that outlines what they will show and how the images, music, and illustration will support the script .
When the scripts and storyboard are complete, have students use the tools in Frames to bring their commercials to life. Have students use the disembowel tools to illustrate their product or service and animate the objects and characters to match the handwriting. They can use Frames to record narration for the commercial and then add music and sound effects to support the liveliness. When they are finished, they should save the charge and then click the Make button to save it as a movie or animation file they can contribution with others .


Present the commercials to the entire course. As a class, identify the techniques of propaganda each team chose to employ. Discuss which techniques and commercials they felt were peculiarly effective. You might consider inviting community members who work in market or advertising to give input on the commercials. You could besides use the commercials as the footing for a presentation by your students to the rest of the school to improve media literacy


As students identify and discuss propaganda techniques in the samples you have shared and the examples they find, listen for their ability to identify specific details that help them recognize each proficiency. The final commercial will help you assess their understand of how to apply propaganda techniques, their ability to visually convey a message, and their ability to imagine and develop a product or service .


Create your own gloss for free at


Conserva, Henry T. Propaganda Techniques ISBN : 1410704963
Shabo, Magedah. Techniques of Propaganda and Persuasion ISBN : 1580498744
Propaganda Critic
student Propaganda Commercials


Common Core Anchor Standards for English Language Arts – Grade 5-12

Speaking and Listening Standards
inclusion and collaboration
2. Integrate and evaluate information presented in divers media and formats, including visually, quantitatively, and orally.

presentation of Knowledge and Ideas
4. present information, findings, and supporting evidence such that listeners can follow the line of reason and the organization, development, and style are allow to task, purpose, and consultation .
5. Make strategic use of digital media and ocular displays of data to express information and enhance understand of presentations .
6. Adapt manner of speaking to a variety of context and communicative tasks, demonstrating command of conventional English when indicated or appropriate .
Language Theme Language Standards
Conventions of Standard English
1. Demonstrate control of the conventions of standard English grammar and custom when compose or speaking .
Knowledge of Language
3. Apply cognition of terminology to understand how language functions in different context, to make effective choices for meaning or vogue, and to comprehend more fully when read or listen .
Writing Standards
production and Distribution of Writing
4. Produce clear up and coherent writing in which the development, administration, and dash are appropriate to task, purpose, and hearing .
6. Use engineering, including the Internet, to produce and publish publish and to interact and collaborate with others
research to Build and Present Knowledge
7. Conduct short equally good as more sustained research projects based on focused questions, demonstrating agreement of the subject under probe .

ISTE NETS for Students 2016:

6. Creative Communicator
Students communicate clearly and express themselves creatively for a kind of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students :
a. choose the allow platforms and tools for meeting the desire objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into raw creations .
c. convey complex ideas distinctly and efficaciously by creating or using a variety show of digital objects such as visualizations, models or simulations .
d. print or show content that customizes the message and medium for their mean audiences .

informant :
Category : propaganda examples

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