Download Propaganda has been utilized by world governments for

Propaganda: The Search for Truth in Images
Overview:
Propaganda has been utilized by world governments for centuries to sway public opinion in
favor of their particular stance on a subject. It has been used to influence social, military,
international, and economic issues throughout the world. Images have recently become a
popular tool in the propaganda industry. Propaganda is generally defined as the ideas, facts or
allegations spread deliberately to further one’s cause or to damage an opposing cause.
Objectives:
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Students will be able to describe the purpose of propaganda and its uses throughout
history, in particular, American History.
Students will be able to explain the importance of the utilization of images in
propaganda.
Students will be able to analyze how these images are used to influence the opinion of
society.
Time Required:
Five traditional 45 minute classes or possible three 90 minute blocks.
This lesson could be utilized as part of various sections of history individually or as an overview
on the influence of propaganda on history.
Recommended Grade Level:
9-12 depending on the maturity level of the images utilized in the lesson
Curriculum Fit:
World History, American History, Political Science
Standards (NCSS Social Studies Strands):
Standard II: Time, Continuity and Change; Standard V: Individuals, Groups and Institutions;
Standard VI: Power, Authority, and Governance; Standard VII: Production, Distribution and
Consumption; Standard VIII: Science, Technology and Society: Standard IX: Global Connections.
Missouri Standards
Social Studies 9-12 TS7C: Distinguish between fact and opinion and analyze sources to
recognize points of view.
Process Standards
1.7 Evaluate the accuracy of information and the reliability of its sources.
1.10 Apply acquired information, ideas, and skills to different contexts as students, workers,
citizens, and consumers.
Resources:
Smithsonian - http://www.smithsonian.org/ -search for war posters
Liberty Memorial Museum - http://www.theworldwar.org/s/110/new/index_community.aspxsearch for WWI posters
Library of Congress- http://memory.loc.gov/ammem/index.html- search for all war posters
Calvin College - http://www.calvin.edu/academic/cas/gpa/- great site for German propaganda
For the images of modern propaganda, most can be found through a general Google search.
Have the students research famous photographs.
Newseum- http://www.newseum.org/- great source for photographic images used in modern
propaganda.
Procedures:
I.
II.
Introductory Activity
a. On the projector run a slide show of various images. The first group are various
propaganda posters found throughout history.
b. Instruct the students to write down how they feel about each poster.
c. Give the students a couple of minutes to reflect and write down first
impressions. Discuss these impressions.
i. Did they all have the same impression?
ii. Why not?
iii. Did they understand the images? What time or event were they from?
iv. How are you supposed to feel when you look at these posters?
v. How are these forms of propaganda?
d. The second part of the slide show is photographs. Ask the students to do the
same thing- reflect on how the image makes them feel. Discuss their answers.
i. Do we feel differently when we look at a photo versus a poster?
ii. Do we feel the same emotions as other people? Why or why not?
iii. How do photos make useful forms of propaganda?
Background Information
a. After the class has discussed their images and their reactions to the issues bring
them back to a large group discussion on the use of propaganda.
b. The discussion can include talking about the history of propaganda, how it has
evolved, and its purpose.
c. Have the students brainstorm ideas of various forms of propaganda.
d. How do governments and the media use propaganda?
III.
IV.
V.
VI.
Significance of Images as Propaganda
a. Discuss when photographs began being used as effective propaganda. Have the
students research major photos and the impact they have had in visualizing a
certain era or topic.
b. Examples to include in this discussion can be the Migrant Mother and how it
became a symbol of the Great Depression, pictures from the Holocaust of
starving prisoners or starving children in Africa. How would our reactions to
these events be different if we didn’t see those photographs?
c. Explain to the students that propaganda is a useful tool for either side of an
argument or issue. Utilizing a photograph brings it back to how the individual
views the photo. This makes propaganda much more effective. But are there
limits to this?
Bringing an Issue to Life
a. The purpose of this project is to get the students to really realize the impact that
photograph has had on the way that people view propaganda.
b. The students will be required to build a documentary around a particular topic.
This topic must be in the 20th century and cannot be focused solely on war. It
must include economic, social, and political aspects.
c. The first part of the documentary is focused on how traditional propaganda is
used to promote this topic. The second half will be focused on images that
convey the same message.
d. While the documentary is the visual aspect of the project, the secondary aspect
is the paper. This analysis paper will determine which form of propaganda is the
most useful in promoting their topic/issue. They will follow all traditional rules
for papers. * The paper syllabus my students use is included at the end of the
lesson.
Closing/Wrap Up:
a. Ask the students to discuss what they learned from their projects.
b. How has technology changed the way in which we view and utilize propaganda
in our daily lives? (Think You Tube, cell phones, and mini cameras)
c. How do you think this will change in the future?
Lesson Extension:
a. This lesson is built upon the discussion of propaganda as a whole. It can be
broken down and tailored to a specific time period or issue.
b. The time frame is dependent on class time, access to computers, and work ethic
of students.
Paper Syllabus
Description: This propaganda paper works in combination with your documentary. Your topic can utilize
propaganda in two ways, focusing on traditional posters or on modern images. The purpose of this
paper is to analyze which of those two ways is the most effective in promoting your issue and what
makes it the most effective method. Make sure you pay close attention to the traditional rules for
papers in this class.
1. Plagiarism
 This is a very serious issue. Using someone else’s idea word for word without citing it is
considered plagiarism.
 Anyone caught plagiarizing will receive no credit for that portion of the paper. If it is
the final paper they will fail the class for that semester.
 In most college plagiarism results in expulsion.
2. Parameters
 Double spaced
 Must have a title page with graphics
 Pages must be numbered (name and page number top right hand corner)
 1 in margins on all sides
 Must have endnote citations (using Turabian citation style)
 Bibliography (using Turabian citation style)
 Must have a thesis statement
3. Title Page Parameters
 All centered
 Title of paper – 2 spaces
 Class name – 2 spaces
 By: your name – 2 spaces
 For: my name – 2 spaces
 Date
 graphics are mandatory
4. Citations
 Turabian/Chicago
 Bibliography Examples:
i. Books with one author- Author(s)/Editor. Title of Book. City of Publication:
Publisher, Date of Publication. For multiple authors just add a comma.
ii. Web Pages- Author/editor of content--if no author list owner of the page. "Title
of specific Web Page used." Title or owner of the site--italicized if title of site.
URL.
iii. JSTOR articles- Author(s) or Editor. "Title of article." Title of Periodical volume
number, issue number if issues paged Separately (Date of publication including
month if no issue # given): page number(s) only listed for pdf files. Name of
database, Name of Service. Persistant URL of article.
 Endnote Examples:
i. Books with one author- Note number. Author(s)/Editor, Title of Book (City of
Publication: Publisher, Date of Publication), page number(s).
ii. Web Pages- Note number. Author/editor of content-if no author list owner of
the page, "Title of specific Web Page used." Title or owner of the site--italicized
if title of site, URL (date accessed if the content is time sensitive).
iii. JSTOR articles- Note number. Author(s) or Editor, "Title of article," Title of
Periodical volume number, issue number if issues paged separately (Date of
publication including month if no issue # given): page number(s) only listed for
pdf files. Name of database, Name of Service, Persistant URL of article.
Things to Watch for
1. Commas should not be used indiscriminately, however, they must be used to surround the word,
“however.”
2. First and second person should not be used in formal writing. “I, ….me, …mine, ….you, ….yours, …..we,
…..us, ……ours,” are words that should not appear in formal writing.
3. “Contractions aren’t used in formal writing,” is improper form. It is proper to write, “Contractions are
not used in formal writing.”
4. Cannot is one word not two.
5. Make sure to watch for passive voice. Avoid using should, would, and could.
6. Tense. Make sure if you are talking about a past event you use past tense.