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1.Title / Content Area:World history2. Developed by:Greg ross, steve doyle, tulani freeman, Kinsey murray, Tyson Bjorge3. Grade Level:10th grade4. Essential Question:How do governments use propaganda to manipulate people?How do these posters reflect national priorities during times of war?5. Contextual ParagraphWe chose these WWII posters in order to provide multiple perspectives to students. The purpose of this lesson is for students to examine how governments use propaganda to manipulate people. All of these posters are examples of how each individual country used different techniques to accomplish the same goal. This lesson meets the standard of being able to analyze and interpret historical materials from a variety of perspectives.Annotated Resource Set (ARS) Phase I6. Resource SetUSAUSARussiaFranceJapanRUSSIA##(Context)(Context)“in response to every attack and every blow we are going to triple ourswith all the power of our noble Red Army”(Context)(Context)“will you volunteer?” OR unido ante la agresion 1942, "Potrero del Llano"ItalyItalyRussiaBritishMexico unido ante la agresion 1942, "Potrero del Llano"Propaganda poster showing a stylized armed soldier standing at the ready; in the foreground is the sinking Mexican oil tanker Potrero del Llano, which was attacked by the German submarine U-564, killing 14 crew members and leading to Mexico's entry into World War II.“Here are the liberators!”Boccasile’s 1944 postcard depicted “pistol-packing” Churchill and Roosevelt over a ruined city and dead children with a pirate flag in the background. The title of the card was “Su loro ricade la colpa,” which can be translated as, “The fault falls on them.” Germans and Italians both referenced a quote from a prewar Roosevelt speech in which he told the American people, “I assure you again and again and again that no American boys will be sacrificed on foreign battlefields.” (Context)Telegraph between churchill and FDRPropaganda poster showing a stylized armed soldier standing at the ready; in the foreground is the sinking Mexican oil tanker Potrero del Llano, which was attacked by the German submarine U-564, killing 14 crew members and leading to Mexico's entry into World War II. SetUSA: Stamp out the Axis Von Phul, Phil, artistLiberators: 1944 German Propaganda PosterGermanyThe Farmer Too is Contributing to the War EffortRUSSIAGERMANY: The text: "Long live Germany!”Poster shows a fist holding a stamp with an American star ready to stamp out a Nazi swastika during World War II.(Context)During World War II, Nazi propagandists frequently depicted “the Jew” as a conspirator plotting world domination by acting behind the scenes in nations at war with Germany. This caricature represents the “Jewish financier” manipulating the Allies, Great Britain, the United States, and the Soviet Union.Hanisch, artist; ca. 1942.Propaganda poster depicting Hitler being strangled by fabric pulled tight by Russian, British, and American hands.This poster shows an astonishing Christological comparison. An eagle hovers against the seeming light of heaven over an idealized Hitler, similar to the story of? a dove descending on Christ when he was baptised by John the Baptist.: Their true character is that of devils and beastsJAPAN: CAPITALISTS DEMAND RED ENDLESSLY! It’s your blood doughboys! But more and still more is to be squeezed out.JAPAN: RISE OF ASIAENGLAND: KEEP CALM AND CARRY ONRUSSIA: MOTHERLAND IS CALLING YOUUSA: WE CAN DO ITThis poster depicts caricatures of Winston Churchill and Franklin Roosevelt feasting on the bones of their victims.Another leaflet to the Philippines depicted a hand squeezing blood out of soldiers almost like a tube of toothpaste. Dead soldiers are shown at the right and the word "Philippines" at the left.To them, their invasions of Korea, Taiwan, China, the Philippines, and the island chains of the South Pacific were an attempt to relieve the region of outside influence and create an Asian-led “Co-Prosperity Sphere.” To further this idea, and to convince the people of their new colonies to accept the reality of Japanese rule, they created the “Rise of Asia” poster. Depicting a noble looking Japanese soldier throwing off the chains of European rule and standing over defeated caricatures of Britain and the United States, it was meant to signal that a new order was rising to free the long oppressed peoples of Asia. To keep up morale, the British Ministry of Information commissioned a series of posters to remind citizens of their national character. The most iconic of these was “Keep Calm and Carry On.” A simple message in bold type underneath a picture of the crown, it captured the core of the British identity. Once the Russians entered the war, they produced a recruiting poster of their own that rivaled Uncle Sam’s call for soldiers in popularity and effectiveness. ?Instead of using a steely eyed father figure to recruit soldiers to their patriotic duty, the Russians used a woman.Besides the very real need to convince citizens to sign up for military service, governments also had to convince the people who stayed behind of the importance of their war efforts. In the U.S., which found itself in need of an incredible amount of skilled workers to produce the materials it, the U.K., and Russia needed to fight the Axis, many of the most memorable propaganda posters were aimed at the civilian population. IIFoundations Annotations7. Curriculum Connections8. Curriculum StandardsHistory 4.3.1: Historical Interpretation – Analyzes and interprets historical materials from a variety of perspectives in world history.Social Studies Skill 5.2.2 Analysis of resources – Evaluates the validity, reliability, and credibility of sources when researching an issue or event.9. Content & Thinking Objectives10. Inquiry Activities & StrategiesAnticipatory set: put a poster (rosie the rivetor) up on projector. Questions: 1. OBSERVE: What do you observe? Gather facts from image 2. HYPOTHESIZE: What could they mean? 3. WONDER: What questions do you still have?INVESTIGATE: 8 groups (italy, mexico, Russia, England, germany, USA, japan, france) of 3-4 students. Each student receives worksheet handout. Students given posters (2-3) for each country. Students fill out handout (15-20 min)11. Assessment StrategiesStudents will be given the essential question (How do governments use propaganda to manipulate people?) at the end of class to answer on a “ticket out the door”.Other Resources12. Web ResourcesLibrary of Congress 13. Secondary SourcesMultiple sources via Google Images14. Print and Other Media ResourcesARS Component GuidePhase I Components1.Title / Content Area: Provide the title of the ARS. If the title doesn’t explicitly denote the sets theme, please also provide a content area (e.g. Environment, Government, Immigration, War/Military, Women’s History, etc.).2.Developed by: Provide your name and any other contributors to the ARS.3.Grade Level: Provide the grade level(s) for which the set is to be taught.4.Essential Question: Provide an essential question that encompasses the set theme and that could be used as a launching point for use in the classroom.5.Contextual Paragraph for Resource Set: Provide a short paragraph explaining the resource set and describing the context in which the set is to be used6.Resource Set: Provide titles, context, thumbnails and addresses for the specific resources. It isn’t necessary to provide a thumbnail for all resources (e.g. audio and video files). Important: Be sure to use a permanent URL for all resources (Refer to A2.6).Phase II Components7.Curriculum Standards: Provide local, state or national standards that could be addressed through the use of the ARS and subsequent activities8.Curriculum Connections: Provide other curriculum areas to which this set of resources could be applied9.Content & Thinking Objectives: Provide objectives to be met through the use of the ARS and subsequent activities10.Inquiry Activities & Strategies: Provide specific strategies and learning activities which the ARS will be used to support11.Assessment Strategies: Provide assessment methods which will be used to demonstrate student learning after the use of the ARS and subsequent activitiesOther Resources12.Secondary Sources: Provide any secondary sources that could be used to supplement the ARS13.Web Resources: Provide links to any additional web resources that could be used to supplement the ARS14.Print and Other Media Resources: Provide other resources that could be used to supplement the ARS ................
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