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The Rise of the Public Relations Industry and Its Hold on the “Public Mind”

A Lesson Plan for Secondary Educators

Created by Dan Kimbrow, SED 741 2003-2004

I. Theme.

An enormous industry exists that is dedicated to shaping public opinion. Conventional Wisdom can be bought and paid for. Students should recognize the presence of the massive public relations industry, its development through the 20^th century, its causes and effects, and the political climate which allows it to flourish. Students will learn to question sources, and critically examine news media. In addition, students will utilize a variety of sources and learn to “research the research” to gain an unbiased understanding in future course assignments such as current events journal.

II. California Standards.

12.8 Students evaluate and take and defend positions on the influence of the media on American political life. 1. Discuss the meaning and importance of a free and responsible press.
2. Describe the roles of broadcast, print, and electronic media, including the Internet, as means of communication in American politics.
3. Explain how public officials use the media to communicate with the citizenry and to shape public opinion.

III. Organization and Timeline.

This lesson is designed for one day. The first part of the day presents the topic and terminology, and will be a lecture and discussion beginning by exploring students’ understanding of abstract concepts ‘perception’ and ‘reality.’ The second part of the day will introduce the film, with time at the end to review terms, debrief and discuss. Final discussion of public relations and what we as individual learners can do to combat its effects.

IV. Interdisciplinary Component.

There are a number of possible extensions to this lesson. I think it might follow or precede an examination of war propaganda in a US History course, and especially pertinent in a journalism course.

V. Resources Needed.

35 copies of Anticipation Guide questions 1-8 only. Click here for the Anticipation Guide

Overhead projector and overhead of Anticipation Guide and Assessment instructions. If projector is not available, distribute written directions to each student as well as reading instructions aloud.

Toxic Sludge is Good for You, Northampton, MA : Media Education Foundation, c2002. Based on the book, Toxic Sludge is Good for You: lies, damn lies, and the public relations industry by John C. Stauber and Sheldon Rampton. Monroe, ME: Common Courage Press, c1995

HSU Library Call No. Video4850 and book: HD59.6.U6 S72 1995

VI. Introductory Hook.

Begin by distributing attached Anticipation Guide. Allow students 1-2 minutes to complete it.

Next ask students divide the blank space at the bottom of the page into two equal parts. On one half, take a moment to try to define two words: perception, and reality. Write these words on the board or overhead. Students can free associate other words and phrases, or draw a picture, whatever they think can accurately depict either of these concepts. After about three to five minutes, ask the students to use the other half of the page to consider the proposition “Perception is Reality.” Allow students another few minutes to write on this assertion, and whether or not they agree, and why or why not. Afterwards, begin discussion by discussing and defining perception and reality.

Students should understand that perception is what we believe to be, while reality is what truly is. Reality is an abstract concept about the way things truly are, and may not always be determined.

Our goal is to examine the importance of perception, as demonstrated by the existence of an industry employing 150,000 people. Examine history of the business of shaping perception and identify ways in which people are manipulated, and ways to defend oneself from mass media persuasion.

VII. Lesson Content.

Ask students to identify situations in their lives when perception of something is as important as the reality. Any are acceptable, if they have trouble coming up with examples, discuss ideas regarding image and labels in high schools. Make sure concrete examples are used to apply definitions of abstract concepts. Is truth irrelevant? Discuss.

To connect the concepts of perception and reality to economics, introduce students to the notion that there is an industry in this country dedicated to influencing public opinion. The public relations industry is closely tied to the advertising industry and is intent on shaping public perception for its clients. Most large advertising firms either own or are partnered with large public relations firms. Companies learned a long time ago that putting their message is someone else’s words is most effective. Ask students to provide examples. Possibilities include any product spokesperson, including musicians, pro athletes, movie stars, pro skateboarders, etc.

Public relations consist of “Free Media” as opposed to advertising, which consists of “Paid Media.” Companies seek to combine these two approaches and therefore achieve “integrated communications.” Media includes programming and advertisements in print, online, radio and television.

Public Relations as an Industry began with the 20^th Century. Ideas about PR date back at least 2300 years to Aristotle’s Rhetoric, where ‘rhetoric’ refers to the art of persuasive communication. In the early 20^th Century, early public relations practitioners were thought of as doing “publicity.” These pioneers of the multi-billion dollar industry began working for circuses and theatre productions.

Early Practitioners of PR. Early practitioners of PR were tireless self promoters who legitimized their field by becoming extremely wealthy. Perhaps the most famous is P.T. Barnum, and his “greatest show on earth.” In 1836, Barnum claimed to have George Washington’s grandmother among his troupe, and sent phony letters to newspapers (including the New York Times) which were published and created interest and hype for his show. At the height of the hysteria, Barnum was bringing in $1500 per day. When the woman eventually died an autopsy was performed and her actual age was determined to be between 75 and 80, and Barnum was “shocked” to learn that he had been deceived.

Ivy Lee was another of the creators of public relations as a profession and formidable tool for business. Before World War I, Lee worked for JP Morgan and John D. Rockefeller, before eventually being recruited by the US Government to mobilize public opinion to promote “the war to end all wars,” and to “make the world safe for democracy.”

The Public Relations industry was innovated, perfected and proven during wartime. After the war, Lee started a firm to apply the war-proven methods to the business world. He was tremendously successful and also deemed the “conscience” of the industry because of his Declaration of Principles, which he distributed to the press and is a staple in modern Public Relations textbooks.

“…we aim to supply news. This is not an advertising agency…In brief, our plan is… to supply to the press of the United States prompt and accurate information concerning subjects which it is of value and interest to the public to know about.”

In 1933, Lee was accused of being a Nazi propagandist because of his ties to the German Dye Trust, and his work for them to improve German-American relations. Lee died a year later, and the mark on his reputation allowed another ruthless self promoter to inherit the title of “Father of Modern Public Relations.” Is it ironic that the original public relations practitioner was brought down by bad PR? Notice that this is an instance where the truth was less important than perception.

Edward Bernays was the nephew of psychoanalyst Sigmund Freud, and he helped popularize Freud’s work in the United States. He thought of himself as a psychoanalyst for the firm. Bernays is recognized as being the first to use the principles of psychology to influence public opinion. He termed his work “engineering consent.” His most famous work was for the tobacco industry, at the 1929 Easter Day Parade. He orchestrated the “Torches of Liberty” campaign which sought to connect the burgeoning women’s liberation movement to smoking. He hired debutantes (the social elite) to be photographed as they strolled down New York City’s 5^th Avenue puffing on cigarettes. It was the first time women of high social status had been seen smoking in public, and the press went along for the ride. Bernays is also credited with popularizing bacon and eggs as breakfast foods.

Bernays lived to be 103, and later in life he renounced his work on behalf of tobacco corporations, and claimed that if he had known the dangers of smoking he never would have taken the account. Bernays promoted himself even after his passing by leaving some 800 boxes to the Library of Congress.

Economically speaking, Bernays helped companies operate inefficiently. Instead of having them adapt to the market and stimulate competition and efficiency, he attempted to manipulate the demand on certain goods.

Introduce and review vocabulary which occurs in the film. “Downsizing,” “video news release,” and “Orwellian.”

View film, Toxic Sludge is Good For You. The film is 45 minutes. Time constraints may lead to fast forwarding through Part 5 “Managing Crisis.” While informative, this section is not essential to this lesson or discussion of the film. It appears approximately thirty-five minutes into the film, and discusses another function of PR firms, which is helping companies heal damaged reputations. An example which is discussed is Exxon in the wake of the massive oil spill in Valdez, Alaska.

VIII. Final Discussion Topics.

How do these firms shape public opinion? What tools can they use? Students should recognize methods typically utilized by firms, including third party advocacy, manufacturing of news events, and providing ready to play video news releases for various media outlets (print, television, radio, electronic). Also consider image consulting, crisis planning and management, and the orchestration of “citizen campaigns” as functions of the PR industry. PR firms also set up industry front groups with official sounding names whose goals and funding often run counter to their monikers.

Who uses public relations? Corporations utilize PR to advance specific products as well as broad consumer sentiment. Politicians use PR to advance specific candidates, issues, and ideas. Foreign interests like governments and corporations also utilize PR. Who is affected by PR? Help students recognize that all consumers of various media are influenced by public relations. Anyone who watches is possibly influenced.

What is ‘efficacy testing?’ How does it differ than what we may think it is? As discussed in the film in relation to genetically modified food products, the term efficacy testing is used to describe the testing which these foods undergo before coming to market. They are tested for being pest resistant, or larger, rather than for being safe over the long term for human consumption.

What was Bernay’s view of democracy? As discussed in the film, Bernays thought that democracy was inherently flawed, and that a ruling class was necessary to guard against the ‘irrational motivations of the public mind.’

How has your perception of the media changed over the past two days? Look for students understanding that there exists an entire industry devoted to shaping public opinion and perception of companies, products, people, ideas, and foreign interests. What additional information would you like to have? Examine student response with an eye for ways in which to adapt the curriculum to topics they find personally interesting and would like to learn more about.

Knowing what you now know, how can we become critical consumers of the media and defend ourselves from manipulation by private interests? Students should inquire what is being sold, and who is doing the selling? Students should utilize a variety of different sources, and examine differing viewpoints. Students should be on the lookout for extra footage and slick producing on the local news. These are indications of VNR’s. Should we bother to defend ourselves?

What is the goal of the mainstream media? Students should recognize that the media concerns itself with convincing viewers to stay tuned. Not just through commercial breaks, but through their entire lives. They want you to watch tomorrow so that you will be exposed to more advertising. What media exists outside of the mainstream media? Students should examine some form of press which they deem to fall outside of the realm of “mainstream media” and these can be discussed to review the day’s lesson at the beginning of the next class session. Why did we watch this movie?

IX. Assessment.

For homework, students will complete the “Anticipation Guide” they filled out before the film. Show them the directions which appear on the bottom of the Anticipation Guide. Begin the following days class period by discussing reviewing the film, and what people have written for homework. Collect and assess on a simple 3 point rubric.