Presentation on theme: "The Effects of War. Lesson 1: Analyzing Political Cartoons Lesson 2: Political CartoonLesson 2: Political Cartoon Jeopardy The Effects of War."— Presentation transcript:
The Effects of War
Lesson 1: Analyzing Political Cartoons Lesson 2: Political CartoonLesson 2: Political Cartoon Jeopardy The Effects of War
Lesson 3: Unit Overview and Essential Questions
Wars Explored in this Unit Iraq/Afghanistan Vietnam World War II World War I The Civil War
War Unit Length: 18 Periods Readings: Informational Texts Political Cartoons Video/Film Songs/Lyrics Images Short Stories Poetry
War Unit Essential Questions: How are individuals affected by their experiences in/at war? How does war change a generation?
War Unit Stations Station 1: Analyzing Media Station 2: Exploring Images Station 3: Analyzing Political Cartoons Station 4: Analyzing News Articles Station 5: Analyzing News Articles
The Effect of War Unit Introduction Assessment: Opening Journal Entry (10 min): In what ways have the recent wars in Iraq and Afghanistan affected you, your family or your friends?
Afghanistan/Iraq War Station 1: Analyzing Media (white board): 1. Listen/View (10 min): Music Video "Live From Iraq" 2. Complete the "Song Lyric Analysis""Song Lyric Analysis" 3. Complete Ticket to Leave 4. Take homework assignmnet
Station 2: Exploring Images View the images. 1. Choose 2 images 2. Fill out the OPTIC graphic organizer 3. Complete Ticket to leave 4. Take homework assignment Afghanistan/Iraq War
Afghanistan/Iraq War Station 3: Analyzing Political Cartoons View the following political cartoons in reader: 1. Page 75 "Rick Perry and Marines" 2. Page 76 "Urinating Soldiers" 3. Fill out the Analyzing Political Cartoons graphic organizer for each.Fill out the Analyzing Political Cartoons graphic organizer 4. Ticket to leave 5. Take homework assignment
Afghanistan/Iraq War Station 4: Analyzing a News Article 1. Read and annotate "Video Inflames a Delicate Moment for U.S. in Afghanistan"on page 72 in reader. 2. Complete the News Article AnalysisNews Article Analysis 3. Finish your analysis for homework
Afghanistan/Iraq War Station 5: Analyzing a News Article 1. Read and annotate "The Abu Ghraib Scandal You Don't Know" page 59 in reader 2. Complete the News Article AnalysisNews Article Analysis 3. Finish your analysis for homework
War Lesson 5: Understanding Primary and Secondary Sources
Vietnam War Essential Question: o Do mainstream media have an obligation to report the truth about war even if such reporting results in adverse (bad) effects?
Vietnam War Understanding Author’s Purpose Analyzing Media Screaming Eagles The Leaves Keep Falling Teaching the Vietnam War in Vietnam Napalm Girl
Vietnam War Communist and Protests Background The Red Scare Anti War Protests Analyzing Vietnam Era Song Lyrics Eve of Destruction For What It’s Worth Unknown Soldier Give Peace a Chance
Vietnam War-and Hollywood Napalm in the Morning Ride of the Valkyries Into the Eyes of Hell Good Morning Vietnam Forest Gump Real DaNag Battle (Graphic) We were Soldiers (DaNang)
Vietnam War-Political Cartoons
The Greatest Generation World War II
World War II Background The instability created in Europe by the First World War ( ) set the stage for another international conflict–World War II–which broke out two decades later and would prove even more devastating. Rising to power in an economically and politically unstable Germany, Adolf Hitler and his National Socialist (Nazi Party) rearmed the nation and signed strategic treaties with Italy and Japan to further his ambitions of world domination. Hitler's invasion of Poland in September 1939 drove Great Britain and France to declare war on Germany, and World War II had begun. Over the next six years, the conflict would take more lives and destroy more land and property around the globe than any previous war. Among the estimated million people killed were 6 million Jews murdered in Nazi concentration camps as part of Hitler's diabolical "Final Solution," now known as the Holocaust. (www.history.com)www.history.com (Attack on Pearl Harbor) (Interactive site for WWII)
WWII-Propaganda Posters What: When you think of the weapons of WWII, what comes to mind? Planes, tanks, money? Bullets, machine-guns, and grenade launchers? Yes, all of these were important tools in the effort to win the war. But so was information. In this case, government issued information. Over the course of the war the U.S. government waged a constant battle for the hearts and minds of the public. Persuading Americans to support the war effort became a wartime industry, just as important as producing bullets and planes. The U.S. government produced posters, pamphlets, newsreels, radio shows, and movies-all designed to create a public that was 100% behind the war effort.
WWII-Propaganda Posters Who: In 1942 the Office of War Information (OWI) was created to both craft and disseminate the government’s message. This propaganda campaign included specific goals and strategies. Artists, filmmakers, and intellectuals were recruited to take the government’s agenda (objectives) and turn it into a propaganda campaign. This included posters found across American-from railway stations to post offices, from schools to apartment buildings.
WWII-Propaganda Posters WHY:During WWII the objectives of the U.S. government for the propaganda campaign were recruitment, financing the war effort, unifying the public behind the war effort and eliminating dissent of all kinds, resource conservation, and factory production of war materials. The most common objectives/ themes found in the posters were the consequences of careless talk, conservation, civil defense, war bonds, victory gardens, “women power”, and anti-German and Japanese scenarios. It was imperative to have the American people behind the war effort. Victory over the Axis was not a given, and certainly would not be without the whole-hearted support of all men, women, and children.
WWII-Propaganda Posters “The principal battleground of the war is not the South Pacific. It is not the Middle East. It is not England, or Norway, or the Russian Steppes. It is American opinion.” --Archibald MacLeish, Director of the Office of Facts and Figures, forerunner of the Office of War Administration “The function of the war poster is to make coherent and acceptable a basically incoherent and irrational ordeal of killing, suffering, and destruction that violate every accepted principle of morality and decent living.” --O.W. Riegal, propaganda analyst for the Office of War Information
WWII-Propaganda Techniques Glittering Generalities these are virtue words (good, democracy, religious, motherhood) for which we have deep seated ideas. Words we believe in, live by, and are ready to fight for. This is dangerous because these words mean different things to different people. Propagandists will use these words to get people to choose a side or fight a war but their definition of the word may not be the same as yours. It is name-calling in reverse. Instead of wanting you to reject someone because of something negative they say, they want you to accept and support something because of what you support and believe in. Examples—these are virtue words (good, democracy, religious, motherhood) for example: If you are patriotic, you will fight in this war. Good people do this (fill in) and during WWII good mothers can and scrap.
WWII-Propaganda Techniques Euphemism—this is used when propagandists make something awful or negative more palatable. Words that are bland or neutral are often used. Example: civilian deaths are “collateral damage,” lying is “fabricating,” and murder is “liquidation,” and during WWII (and other times of war) death is “loss.”
WWII-Propaganda Techniques Transfer—when the propagandist transfers the importance, power, or approval of something we respect and accept to something else they wish us to accept and respect. Symbols are often used Example: a picture of a cross or other religious symbol next to a politician, “science based” and during WWII they often used Uncle Sam in posters to show that something was “American.”
WWII-Propaganda Techniques Testimonial—the recommendation or endorsement of something by a person whose opinion is valued (or who is famous). There is nothing wrong with someone qualified recommending someone or something but testimonials are often used in ways that are misleading and unfair. Example: a doctor selling a medication on television, a famous singer endorsing a presidential candidate and during WWII President Roosevelt telling Americans to buy War Bonds.
WWII-Propaganda Techniques Bandwagon—everyone is doing it and so should you. No one wants to be left out or ignored so people will join or agree when they believe “everyone” is doing it. Example: peer pressure, joining a religious group or political party, buying a product or service and during WWII posters that said everyone has a Victory Garden, or scraps, or joins up.
WWII-Propaganda Techniques Fear—the propagandist warns that something horrible will happen to the group or person if they do not follow a specific course of action. They play on fear and try to get you not to think. Example: if you don’t vote for me we will be attacked by our enemy, and during WWII posters that said if you don’t conserve bacon fat, the soldiers will die.
WWII-Propaganda News Reels Bombing of Pearl Harbor Hitler Marches on Europe Allies Liberate France
Video of The Greatest Generation Documentary with Tom Brokaw Watch first 8-9 minutes - Joe Foss oss.html oss.html (obituary with Life cover)