In Search of Propaganda

Developed by Shanda Veatch, Boise State University Department of Education Technology and modified by Wendy Curty for adaptation to Common Core State Standards



This Webquest will help to inform you about the use of propaganda,and the role it plays in our society. It will assist you in spotting propaganda when it rears its head in your path, and steers you in the direction of the creator's choosing rather than that of your own educated mind.

The Propaganda webquest is divided into separate sections, viewable through the links to the left of the page. The sections are as follows:

  • Introduction: Overview of the WebQuest
  • Task: The task to complete
  • Process: Steps by step instructions
  • Evaluation: How your work will be assessed
  • Conclusion: Final thoughts and reflections
  • Credits: A list of links and references


This Webquest can be used by Language Arts, Publications, and Social Studies students in the middle to upper grades. It is designed for grades 6-8.

Common Core Standards:


Key Ideas and Details 
RI 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text 
RI 8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an 
objective summary of the text. 
RI 8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or 
Craft and Structure 
RI 8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the 
impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 
RI 8.5 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the 
impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 
RI 8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or 
Integration of Knowledge and Ideas 
RI 8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or 
RI 8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient;Recognize when irrelevant evidence is introduced. 
RI 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of factor interpretation. Range of Reading and Level of Text Complexity 
 W 8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to build and 
Present Knowledge 
W 8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W 8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 
W 8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 
a. Apply to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character 
types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). 
b. Apply to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing 
whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).Comprehension and Collaboration 
L 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on building on others’ ideas and expressing their own clearly. 
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to 
evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual 
roles as needed. 
c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. 
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 
SL 8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives 
(e.g., social, commercial, political) behind its presentation. 
SL 8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 
Presentation of Knowledge and Ideas 
SL 8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 
SL 8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 
SL 8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Vocabulary Acquisition and Use 
L 8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on , choosing 
flexibly from a range of strategies. 
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,). 
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 
L 8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 
a. Interpret figures of speech (e.g. verbal irony, puns) in context. 
b. Use the relationship between particular words to better understand each of the words. 
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,). 
L 8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

Also Uses The following strategies:  Differentiation strategies, Literacy Strategies, Critical Thinking/21st Century skills, and Technology


 Students will need access to Microsoft Power Point and various software in order to complete this task.

 Next: Introduction