This unit’s primary sources are considered propaganda. This activity explores the use of the term propaganda and assesses it as a social activist tool both past and present.

  • First, ask the students to define “propaganda.” 
  • Build on or write out the definition of propaganda for students to view and reference during this unit. 

Propaganda refers to information used to promote or publicize a particular political cause or point of view. Propaganda can take various forms, such as posters, advertisements, speeches, or social media campaigns, and it is commonly used by governments, organizations, or individuals to influence public opinion or behavior.

  • Ask students to give examples of propaganda they have learned about or observed. Some examples might include: military recruitment ads, all variety of advertisements for consumers, war posters such as the iconic Rosie the Riveter or Uncle Sam posters of WWII. 
  • Read aloud of provide this brief overview to students:

Historians often refer to the materials that abolitionists produced as “propaganda.” This presents an interesting interpretation to the materials because typically, the term propaganda carries a negative connotation around – the intent to mislead the audience. Yet, not all propaganda is created equally. There are many examples of “positive propaganda” that complicate the typical definition. For example, governments use propaganda to promote healthy habits such as no smoking campaigns and attempting to reduce drunk driving. Propaganda can also be used to raise morale during wartime. More recently, there has also been a movement by scholars to consider protest propaganda such as Black Lives Matter as positive propaganda due to its goal in creating a more equitable society. 

Discussion of “Propaganda”