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In this lesson students learn about the propaganda techniques commonly used on Web sites that promote hatred or intolerance (hate sites). The lesson begins with a class discussion about what propaganda is and how it works, followed by a deconstruction of war posters as historical examples. The class then focuses on the role of propaganda as a persuasive tool on hate sites. For homework, students analyze printouts of Web pages from hate sites to identify the propaganda techniques that are used. In an extension activity, students learn about "logical fallacies" and how these are used by those seeking to misinform.

Learning Outcomes

Students will:

• develop an awareness of how propaganda is used in everyday society
• develop an understanding of the specific propaganda techniques used by hate organizations to promote their views on the Internet and persuade others to those views
• understand the power of propaganda as a tool to reinforce negative stereotypes and promote "othering" (degrading or victimizing a particular group)

Preparation and Materials

For background reading, review MNet's "Online Hate" section (see sidebar at right)

Photocopy the following:

• "War Posters" overhead
• "Propaganda" overhead
• "Propaganda Techniques on Hate Web Sites" handout
• "Propaganda Techniques on Hate Web Sites" activity sheets

For the lesson extension on logical fallacies, photocopy:

• "Logical Fallacies" handout
• "Logical Fallacy" Quiz

Procedure

Class Discussion

Today we're going to be looking at propaganda and the ways hate groups use propaganda on the Internet to spread their views.

• First, can anyone define propaganda? (Propaganda is an organized program of publicity, or selected information, used to spread and gain acceptance of a belief, practice or ideology.)
  
  
• The end goal of propaganda is to persuade the reader or listener to "buy into" something – to influence their behaviour. Can you think of everyday examples of propaganda? (Advertisers use propaganda techniques to convince us to consume; political parties use propaganda to gain support from voters; health officials and social organizations use propaganda in public service announcements. Propaganda can also play a role in news reporting by journalists.)
  
  
• What are some of the techniques or strategies that propagandists use to persuade us? (Advertising examples might include: the "bandwagon" approach that makes you feel like "everyone's doing it"; pulling at people's heartstrings; playing on people's insecurities about themselves; applying the "cool" factor, etc.)
  
  
• How is propaganda disseminated? (Propaganda is distributed not only through written and spoken language, but also through music, sounds, images, colour – even video and computer games.)
  
  
• Is propaganda always obvious, or can it also be subtle? Can you think of examples of subtle propaganda?

Old war posters from World War I and World War II are classic examples of propaganda.

• During times of war or crisis, why might a government use propaganda? (To promote feelings of nationalism, to rally support for the cause, to justify the government's position.)

Let's look at a few examples. (Place the "War Posters" overhead on the overhead projector.)

• What's the purpose of each of these posters?
• What methods of persuasion are being used?

Images and messages that play on patriotism, pride, self-sacrifice and loyalty are common propaganda tools used by governments during times of war. These tools are effective because they appeal to basic human values and needs. Unfortunately, the success of this kind of propaganda – which pits "us" against "them" – comes at the expense of other groups who may not deserve to be stigmatized. In addition, those same strategies may be co-opted by others – such as hate-mongers – to manipulate and misinform.

Hate propagandists manipulate words, images and associations

• to elicit feelings of superiority by playing on a sense of belonging and pride
  
  
• to exploit insecurities and fears in order to demonize the "other"
  
  
• to divert our attention from the truth

On the Internet, hate propaganda is only one of the many different types of misinformation we might encounter. But there are serious, real-world consequences when people believe what hate-mongers say. (Show the "Propaganda" overhead and review and discuss terms with students.)

Here are eight common propaganda techniques that may appear on hate sites. Usually a combination of these will be used to misrepresent information and manipulate individuals.

• Word play and name calling: look for the use of positive words when hate mongers refer to themselves or their organization and for the use of negative or derogatory words when hate-mongers refer to any group that's being targeted.
  
  
• Verdana, Arial, Arials and imagery: symbols provide a quick and powerful way for people to identify with others who share an ideology. Many hate groups co-opt mainstream symbols and use them for their own purposes (for example, the swastika was originally a Hindu symbol and the Celtic cross is commonly used by white supremacist organizations).
  
  
• Religious authority: some hate groups will use the authority of religion to persuade visitors and justify their views – even if they have no religious affiliation. This might include the use of religious terminology, references to scriptures, and references to leaders as "ministers" or "pastors."
  
  
• Scientific legitimacy: some hate groups borrow authority from science or medicine to legitimize their ideologies. This might be done through the use of pseudo-scientific language, or by citing or recontextualizing academic works.
  
  
• National pride: in order to play on national pride and appeal to a mass audience, some hate sites present their views as promoting heritage, citizenship and advocacy.
  
  
• Fear-mongering: some hate sites play on the perception that a particular group poses an imminent threat to the public. Hate organizations will often combine name-calling and skewed logic to create a climate of fear.
  
  
• Smoke and mirror tactics: many hate sites disguise their true purpose by pretending to be something they're not.
  
  
• Historical revisionism: revisionists rearrange historical facts to present their own "revised" versions of historical events.

Activity One

Identifying Propaganda Techniques

Distribute the "Propaganda Techniques on Hate Web Sites" handout and "Hate Propaganda" activity sheets to students.

• For each sample on the activity sheets, have students identify the purpose (overall message) of the page and the propaganda techniques that are used. Have students also record their first impressions of these pages. If they were to encounter them on the Web, could they tell at a glance that these are racist Web sites? (You should visit each of these Web sites beforehand to get a better sense of the organizations behind them and their methods.)

Once completed, discuss answers.

Sample 1: Racial Nationalist Library

• This white-supremacist group plays with words by referring to themselves as "racial" and "racialist" instead of what they really are: racist. The use of the word "nationalist" plays on feelings of patriotism. Note their link to "real" history, which implies that their versions of historical events represent the truth. They pair symbolism – in this case, the Celtic cross – with a slogan that's meant to reinforce their mandate, which is to protect the white race. They also use imagery, in the painting at the side, to promote what they see as the nobility, tradition and heritage of white culture (In addition, the act of "knighting" itself implies both supremacy (the queen) and bravery (the knight who is willing to support the cause). The use of everyday links to sections such as "About Us", "Awards" and "Recent Additions" is intended to make this site look mainstream and legitimate. The primary colours used – red, black, white – are also associated with the white-supremacist and Aryan nation movements.

Sample 2: World Church of the Creator

• World Church of the Creator (WCC), another white-supremacist group, uses religious authority and wordplay to put a positive spin on its racist messages. Just as the Racial Nationalist Library uses positive word associations to describe its views, the WCC uses the terms "creativity" and "creators" to describe its movement and its members. The organization's "fundamental beliefs" are presented as "religious beliefs" that will lead to the "salvation" of their race. They use positive word associations to build feelings of superiority – for example, "the white race is nature's finest." (On other parts of their site, they apply name-calling to all non-white groups.) Again, we see the dominant colours of black, red and white. The term "RaHoWa" is an acronym for "racial holy war" and is used by white-supremacist organizations to signify what they see as a battle between themselves and minorities and Jews to rule the world. WCC uses words such as "sacred honour," "loyalty" and "virtue" to describe those who uphold its cause, while those who oppose are considered "treasonous" and "sinful." The symbol of this organization, a large "W" under a crown and halo, is intended to reinforce the divinity and supremacy of the white race. On this page, the symbol is separated by an arrow from a Canadian flag, implying that these beliefs are intrinsic to Canadian national identity and part of Canadian culture.

Sample 3: Civil Rights Library

• This "Civil Rights Library" is part of a controversial Martin Luther King Web site created by the white supremacist organization Stormfront. Many students have encountered this Web site while researching Black History Month projects on Martin Luther King and the Civil Rights Movement. Although it's presented as a legitimate educational resource, the true purpose of this site is to discredit Martin Luther King, African American culture and the American civil rights movement. In a clever application of "smoke and mirrors," Stormfront doesn't talk directly about racial inferiority when they present their biased, revisionist interpretation of history. Instead, they use accusations of plagiarism, deception, communist ties, sexual misconduct and accusations of fear-mongering to discredit Dr. King and the Civil Rights Movement.
  
  The sample shown here has all the trappings of a professional-looking educational Web page. It's identified as a civil rights "library" with "Black History Month Resources." To an unsophisticated reader, the sections that are linked on the right hand side would also be unlikely to raise alarm. However, when you read the negative sub-headings under the Black History Month Resources, the perspective of its authors becomes obvious. Like other revisionists, Stormfront wants to convince readers that its version is the "real" or "true" story that has been suppressed by what it refers to as "Afrocentric history classes."

Sample 4: Canada First

• Canada First promotes hatred and intolerance by targeting immigrants. Although they use pseudo-official language, describing themselves as an "Immigration Reform Committee," there is nothing subtle about their mandate. In the top left corner, the phrase "Canada First" is paired with "deport the Illegals." Their slogan "Spearheading the fight for the ignored Canadian Majority in immigration matters," implies that most Canadians agree with their beliefs and that the feelings of "true" Canadians are being ignored by government. The articles' titles also reinforce negative messages about immigrants, linking immigration to crime, health scares, job loss, even traffic problems. In the section "Our Heroes, Our History, Our Heritage!", Canada First plays on national pride to reinforce its belief that Canada has been "perverted" by multiculturalism, and that the "real" history of this country is based on the white, Anglo-Saxon experience. Name-calling is also used extensively on this site, as you can see by the use of words such as "Krauts" and "illegals" and phrases such as "immigration can kill you."

Sample 5: Freedom Site

• Freedom Site uses "the right to free speech" to justify and mask its views. The blue ribbon symbolizing freedom of expression is prominently displayed, along with phrases such as "This site supports free speech online" "politically incorrect" and "thought provoking." Freedom Site doesn't hide the fact that its opinions may be controversial – on the contrary, it presents itself as being proudly outspoken. However, a closer look at the collage in the centre of this page is required to determine what exactly it's being outspoken about. On closer inspection, it soon becomes apparent that this group equates free speech with the freedom to spread hatred against non-whites. In the collage, a cake decorated with "free speech is the issue" and a button saying "freedom of speech" are paired with slogans such as "white rights" "deport the illegals" and "hate laws hate truth." Freedom Site's claim that 10 million visitors have come to their site is an attempt to normalize their beliefs by implying that "everyone is doing it" and that they have broad support for their actions. This organization also makes full use of the Net's networking capability, with an online referral service that let it collect e-mail addresses of visitors and their friends.

Sample 6: Zundelsite

• Ernst Zündel is arguably Canada's most infamous Holocaust revisionist. Like other Holocaust deniers, Zündel presents the views on this page as logical and "academic." He applies word play to word play – claiming that well-documented Nazi euphemisms for extermination (such as "emigration" "relocation" and "evacuation") have been misrepresented by Jewish people (the "Holocaust Promotion Lobby") as code words for genocide. He implies that "truth" is being hidden – offering the transcripts of his own trial (for promoting hate) as evidence that the Nazis meant no harm. Once again the blue ribbon for freedom of expression is displayed, this time paired with the American flag and reference to the U.S. First Amendment. (When Zündel was convicted in Canada, he was ordered to remove this Web site. Instead, he simply moved it from Canada to a California-based server – justifying his actions under U.S. First Amendment rights.) On the sample shown here, a photo of Zündel is positioned between the flag and ribbon, in order to depict Zündel as a victim of social injustice who needs our support. From a symbolic perspective, the icon for this site, an angled "Z", is similar to a swastika, and the colour scheme is, like other Aryan racist groups, white, red and black.

Activity Two

Logical Fallacies

Logical fallacies are another common form of propaganda. Hate-mongers will deliberately manipulate logic in order to convince or misinform.

A logical fallacy is an argument that sounds as if it makes sense, but, in reality, the premises given for the conclusion do not provide proper support for the argument. An example of this is: birds fly in the sky; airplanes fly in the sky; therefore, airplanes are birds.

• Distribute the "Logical Fallacies" handout to students and discuss the examples that are provided.
  
  
• For homework, have students find two everyday samples of logical fallacies (advertisements are a good place to start looking) and have them create their own examples of each of the fallacies listed on the handout.
  
  
• Once students are clear on these terms, have them complete the "Logical Fallacy Quiz."

"Definition Match" Answer Guide:

Logical Fallacies matched to Definitions