create your own propaganda poster assignment

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You're the Author: WWI Propaganda Creation Project

In this lesson, students will view a variety of examples of WWI propaganda posters and discuss their message and why they were important for the war effort. After the discussion, students will create their own examples of WWI propaganda posters.

To inform students why WWI propaganda posters were so effective and important for the war effort.

• Define the concept of propaganda.
• Explain why the use of propaganda was of particular significance during this time period.
• Evaluate the different strategies and tools used in the creation of propaganda.
• Demonstrate their knowledge of propaganda characteristics, strategies, and tools by creating their own piece of propaganda.
• 9-12.AH.3.CC.B - Evaluate the motivations for United States’ entry into WWI.
• 9-12.AH.3.PC.D - Assess the impact of WWI related events, on the formation of “patriotic” groups, pacifist organizations, and the struggles for and against racial equality, and diverging women’s roles in the United States.

WWI Propaganda posters - examples can be found at http://www.ww1propaganda.com/ , http://www.loc.gov/pictures/collection/wwipos/background.html , http://americanhistory.si.edu/collections/object-groups/women-in-wwi/war-posters , and other various internet and print sources

DAY 1 Students will walk into the classroom that has various examples of WWI propaganda posters (see primary sources above) on the walls. Students will walk around the classroom examining the posters and write quick notes about the posters. Students will pay close attention to:

• Message/theme
• Effectiveness
• Author/organization

After students have had time to examine the posters, the class will discuss propaganda What does propaganda mean? Propaganda is information that is spread for the purpose of promoting a cause or belief. During WWI, posters were used to

• Recruit men to join the army
• Recruit women to work in the factories and in the Women’s Land Army
• Encourage people to save food and not to waste it
• Keep morale high and encourage people to buy government bonds

Why were propaganda posters needed during WWI? Countries only had small standing, professional armies at the start of the war They desperately needed men to join up and fight Most people did not own radios and TVs had not yet been invented The easiest way for the government to communicate with the people was through posters stuck on walls in all the towns and cities How were men encouraged to join the army? Men were made to feel unmanly and cowardly for staying at home How were women used to encourage men to join the army? Women were encouraged to pressurise their husbands, boyfriends, sons, and brothers to join up How was fear used? Some posters tried to motivate men to join up through fear Posters showed the atrocities that the Germans were said to be committing in France and Belgium People were encouraged to fear that unless they were stopped, the Germans would invade Britain and commit atrocities against their families How were women encouraged to work in the factories or to join the army or the land girls? When the men joined the war, the women were needed to do their jobs There was a massive need for women in the factories, to produce the weapons, ammunition and uniforms needed for the soldiers There was a major food shortage and women were desperately needed to grow food for the people of Britain and the soldiers in France Posters encouraged everyone to do their bit Through joining up Through working for the war effort By not wasting food Through investing in government bonds Why are WWI propaganda posters important? For historians today, propaganda posters of WWI reveal the values and attitudes of the people at the time They tell us something about the feelings in Britain during WWI Class will discuss the assignment (poster creation) Students will begin brainstorming ideas for their own propaganda posters in small groups Students will begin creating their propaganda posters

DAY 2 Students will continue working to create their propaganda posters

DAY 3 Students will be given 15 minutes to finish their posters and hang them up around the classroom Students will walk around the room and look at the posters created by their classmates Students will play close attention to:

Directions: You will create an effective propaganda poster on one of the topics below that could have been used in World War I. • Possible topics: • Enlistment and recruitment • The role of women • Financing the war • Food conservation • Aiding our allies • Entering the war • Guidelines • The poster will be drawn or printed (using photoshop or etc) on 8 ½” by 11” paper and graded on your use of message/theme, creativity, neatness, historical accuracy, explanation, and use of characteristics/techniques

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Create a Propaganda Poster

Web content display web content display, create a propaganda poster activity.

Posters are an eye-catching way to convey important information quickly and easily and can help remind people to be part of the solution in dangerous and trying times.

CATEGORY: Visual Arts, Research, Current Events, Writing

GRADE LEVEL: Elementary, Middle and High School

SUGGESTED TIME: 30-60 minutes

MATERIALS/RESOURCES REQUIRED:  Paper, pencil, crayons, colored pencils, computer

DISCOVERY OBJECTIVES: To learn how simple images, colors and words can evoke powerful emotions, transmit complex information and inspire action, or inaction.

TAG US IN SOCIAL MEDIA: Post a picture of your work to social media with the hashtag #fdractivities

Historic Context:

America entered World War II as a result of the Japanese attack on Pearl Harbor on December 7, 1941. Millions of young men and women rallied to their nation’s defense by joining the armed forces, or taking to the machines of production back on the homefront. Some fought the war with machine guns, others with machine presses, but still others fought with pens, palettes and paint brushes as a great need arose to rally and inform every citizen that their help and cooperation was necessary to win the war.

The word was spread by powerful propaganda and information posters that appeared almost everywhere overnight. With eye catching colors and images, emotions like fear, patriotism and a call to duty were awakened in ordinary citizens. Other posters served as reminders to do everything from conserve gas, purchase war bonds to help finance the war, and to keep information secret. These posters made every person in the country an active part of fighting, and winning, the war.

To see examples of WWII posters, explore our digital artifact collection of posters from our 2018 special exhibition “ THE ART OF WAR: American Poster Art 1941-1945 ."

Activity Steps/Procedures:

• Wash their hands often
• Cover coughs and sneezes with their elbows
• Keep six feet of distance from others
• What colors would you use? 
• What images would you draw?
• What words would you use?
• What emotions would your posters evoke?
• What makes this such a powerful and inspiring poster?
• Why do you suppose the image of a woman is used and not a man?
• What feelings and emotions does the poster make you feel?

 Questions to Consider:

 questions to consider:.

• How do the propaganda/information posters we see around us today differ from those used during World War II?
• Why is it important for the government to share information and keep people informed?
• Why is it important for everyone to do their part in a national crisis?

A Step Beyond:

• What action is the poster designed to get people to do, or not do?
• Why would doing, or not doing, that action be important?
• What emotions does the poster stir up? 
• What images, colors or words does it use to do so?

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LESSON PLAN:

Winning over hearts and minds: analyzing wwii propaganda posters.

Propaganda played a key part in the United States’ war effort. Although much more subtle, propaganda was as much a weapon of the war as manpower and ammunition. In addition to the radio broadcasts, movies, and comic books, over 200,000 poster designs were produced during WWII by the Office of War Information (OWI), The Treasury Department, branches of the armed force, and recruitment bureaus. These groups used many propaganda types (fear, bandwagon, etc.) and many themes (conservation, recruitment, etc.) to win over the hearts and minds of Americans.

Objective: By examining propaganda posters from WWII students will increase their knowledge of propaganda tools and develop an understanding of the specific goals and strategies used by the U.S. government and OWI during WWII.

Grade Level: 7-12

Standards: History Thinking Standard 2—the student comprehends a variety of historical sources and appreciates historical perspectives as revealed through the arts.

Content Era 8 (1929-1945) Standard 3C—the student understands the effects of the war at home.

Time Requirement: One class period.

Download a printable pdf version of this lesson plan

Directions:

1. Distribute the following to students:

• Types of Propaganda Sheet
• Poster Analysis Sheet
• Student Worksheets

2. Using the "Types of Propaganda” sheet and the Propaganda Fact Sheet, have a brief discussion of the different types of propaganda. Make sure students are clear in their understanding of the types of propaganda before they begin their individual work.

3. Have students first complete the worksheets and then the poster analysis.

4. As a class, go over the gallery of posters and the analysis questions. Discuss any additional questions students may have about propaganda, the posters, or WWII.

Assessment:

Assessment will include class discussion, completed worksheet, and poster analysis questions.

Enrichment:

Have students create a WWII era Propaganda Poster or a poster for a current social/political issue. Students may also write a research paper on WWII Propaganda or research WWII posters further and give a presentation to the class.

Poster Gallery for Discussion:

Directions: After choosing a poster, examine it carefully and answer the following questions.

1. For whom is this poster intended?

2. What is the poster trying to get the audience to do?

3. What is the theme of the poster?

4. What symbols, key words or well known images are used?

5. Is the use of the symbol/image/word successful?

6. What is the emotion conveyed by the poster?

7. How would you change the image to make it more powerful?

8. What type of propaganda does the poster use?

9. How successful do you think this poster was during WWII?

10. Would a similar image have the same impact in today’s society? Why or why not?

About the Posters

Poster One—(Bandwagon): The poster encourages everyone join the war effort-to build arms for victory.

Poster Two—(Fear): The poster shows children in the shadow of the Nazis. If you do not buy war bonds-the Nazis will come for your children (fear).

Poster Three—Euphemism and Fear: The poster shows a sailor dead on the beach-but his death is called a “loss.” The poster also uses fear as a motivator for not speaking out of turn.

Poster Four—Glittering Generalities: The poster shows a women canning food and supporting rationing. It is “patriotic” to do these things (it is a glittering generality because patriotic means different things to different people).

Poster Five—Transfer: The poster shows men fighting in the American Revolution and WWII. If you believe that the Revolutionary War was necessary (for liberty) then of course you should fight in this war (for liberty). The poster transfers the importance of and reason for the American Revolution to WWII.

Poster Six—Testimonial: The poster shows Santa telling everyone to buy war bonds. There are few more recognizable images then Santa. Children and adults would have recognized the image.

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Resources: Discussions and Assignments

Module 6 assignment: propaganda during the great war.

Propaganda is the use of subjective, biased, or even misleading information to influence an audience, push a particular agenda, or elicit an emotional response instead of a rational one. Nearly every form of media, from theater to print to television and even currency, has been used throughout history to influence public opinion and support and there are examples of propaganda going as far back as 515 BC in Persia.

The U.S. also used propaganda campaigns to demonize their enemies and influence public opinion. These images and films often used graphic violence, racial stereotypes, or other suggestive themes to portray the Germans, Austro-Hungarians, and Ottomans as bloodthirsty barbarians who would pillage America if given the chance. The effect of this was a wave of anti-German hysteria that swept the nation. Many American cities with German names, such as Berlin, Michigan and Germantown, Tennessee changed their names and some schools stopped teaching German language in classrooms. The most chilling effects were discrimination, hate crimes, and mob violence that left a German-American baker dead in Illinois.

Anti-War Propaganda

While the American government and the majority of the public were supportive of the war, there were many who opposed it on moral, religious, economic, or political grounds. This minority was especially vocal in the lead-up to America’s entry into the war as they struggled to prevent what seemed inevitable. Anti-war propaganda most often consisted of political cartoons which were published in magazines and newspapers owned by private citizens or organizations.

A political cartoon by George Bellows, first printed in The Masses magazine in 1917, depicting Jesus as a political prisoner accused of making seditious statements like “Thou shalt not kill” and “Blessed are the peacemakers.”

These materials became the flashpoint of one of the most controversial pieces of legislation in U.S. history. Although President Woodrow Wilson pushed for laws that would enable him to censor the press, he could not convince Congress, who passed the Espionage Act of 1917, and its 1918 amendments, without allowing across-the-board censorship. However, these laws did allow the U.S. to prosecute anyone who was suspected of being a spy for the Central Powers or who attempted to obstruct or interfere with military operations, including the draft or recruitment activities. The Act also allowed the U.S. Postal Service to impound any publications which it decided were in violation of the Act’s provisions. The 1918 amendments (sometimes referred to as the Sedition Act) prohibited any speech (written or spoken) which included “disloyal” or otherwise abusive language about the U.S. government, the flag, or the armed services. This unprecedented legislation gave the U.S. broad powers to prosecute and imprison anyone who spoke out against the war.

One of the most famous uses of the Sedition Act was the prosecution of Eugene V. Debs in 1918. Debs was a Socialist presidential candidate who gave a speech praising men who had been incarcerated for obstructing the military draft. Debs was charged with violating the Espionage Act and sentenced to 10 years in prison, which triggered a series of protests and riots in Cleveland, Ohio. The president of the Watch Tower Bible and Tract Society and founder of the Jehovah’s Witness movement, Joseph Rutherford, was arrested for disloyalty after editing and publishing a book called The Finished Mystery , which referred to patriotism as “delusion and murder.” The charges were later dropped, but this sentiment was echoed by many Christian pacifists, socialists, labor activists, and other conscientious objectors during the First World War, who were appalled by the industrial warfare and other atrocities occurring in Europe. Their political cartoons often used graphic depictions of violence and death or controversial religious imagery (see image above) to convince the public of the evils of war, capitalism, and imperialism.

Assignment Instructions

For this assignment you will analyze two World War I-era posters or other forms of printed media from the U.S., one with a pro-war-effort message and the other with an anti-war-effort message. When you are analyzing these posters or cartoons, make sure that you view the entire image and the caption. Zoom in so that you can see all the details. Write down notes of what you see if you need to and keep in mind that “a picture is worth a thousand words.” Once you have analyzed two images, you will use some of your creativity to create your own propaganda poster.

Step 1 : Look through the list of pro-war-effort propaganda posters below and select one to analyze. Once you have thoroughly looked over the image, answer the four questions in 2-3 sentences each.

Poster Choices:

• Industrial Army at Fort Factory , artist unknown, issued by the National Industrial Conservation Movement, 1917
• Buy Liberty Bonds , artist & issuing agency unknown
• Victory garden , by James Montgomery Flagg, issued by the National War Garden Commission, 1918
• Spies are listening , created by Walker Lithographic & Publishing Co. (Boston, MA), issued by U.S. Army Intelligence Officer, Northeastern Dept., c. 1917-1918

Step 1 Questions:

• Which activity, program, or effort is this specific poster trying to advertise or support?
• What was the goal of that activity, program, or effort in terms of supporting military objectives? In other words, how would this activity help the Allies to win the war?
• Who was this poster directed at? What was the message or what is the poster trying to influence the audience to do or think?
• For whom do you think this was an effective message? For whom was it not an effective message?

Step 2 : Look through the list of anti-war-effort propaganda cartoons below and select one to analyze. Once you have thoroughly looked over the image, answer the four questions in 2-3 sentences each.

• Note: Two of the cartoons contain graphic imagery (nudity, gore, and death) and have been labeled [GRAPHIC]

Cartoon Choices:

• “A Plea to Our Fellow Workers,” by Ralph Chaplin, Solidarity, Sept. 1, 1917.
• “Europe, 1916,” by Boardman Robinson, The Masses, Vol. 8, Oct, 1916.
• “His Best Customer,” by Windsor McCay, 1917 [GRAPHIC]
• “After the war a medal, and maybe a job,” by John Sloan, 1914 [GRAPHIC]

Step 2 Questions :

• Which activity, program, or effort is this specific cartoon criticizing or drawing attention to?
• Why would someone opposed to the war want to specifically target this activity or program for criticism? What was the goal of the criticism?
• Who was this cartoon directed at? What was the message or what is the cartoon trying to influence the audience to do or think?

Step 3 : It is now time for you to create your own propaganda poster or cartoon! These do not have to be fancy or complicated, they just need to capture the general idea of propaganda images which you have learned about in this assignment. For this exercise, you will select one “war-effort” activity or program from the list provided (do not choose outside this list) and your poster/cartoon will either support or oppose this activity. You can do as much outside research as you need to in order to understand more about the war effort topic you have selected. Links to further reading have been provided in the list.

You can create your poster or cartoon in a Word Document, Microsoft Paint, Photoshop, Google Drawing, or any program you have access to that allows you to combine pictures with text. Some great options include  Canva ,  Visme ,  Picktochart ,  Infogram ,  Easel.ly ,  Genially , or  Adobe Spark.  You may use ClipArt or images from Google (try to search for openly licesned images that give you permission to use them, such as from Pixabay, Wikipedia, or by searching for images with a Creative Commons license. You may even draw out your idea on a piece of paper and then scan it or take a picture to upload. Again, this does not need to “look good.” You may draw stick figures if you need to. The point is not to test your artistic skills, but to test your understanding of propaganda as it relates to World War I.

List of War-Effort Activities:

• Victory Gardens ( The World War I Garden and Victory Garden )
• Reducing food waste
• Substituting ingredients to save fat, wheat, sugar, etc.
• Sheep & Pig Clubs: children raised livestock for meat and wool (these clubs became the forerunners of the 4-H)
• Sock/Knitting Clubs: women knit socks or mittens for soldiers overseas
• The Library War Service ( Bringing Books to World War I Soldiers )
• Buying Liberty/War Bonds ( What Is a Liberty Bond? )
• Volunteering or donating to the Salvation Army, Red Cross, or other relief organization ( Relief Efforts and Volunteers )
• Working in munitions and automotive factories
• Working in shipyards or ports
• Issues related to the impact of the war on working-class Americans
• Organized labor union issues ( Labor Radicalism and World War I )

Step 4: Submit the responses to the 8 questions asked above alongside your propaganda poster. With your poster, write a 1-2 sentence explanation of how it connects to the either supporting or opposing the war effort you selected.

Worked Example of Poster

This image was created in Google Drive using the Google Drawing feature and took about 20 minutes to make. The images were found using Insert→Image → Search the Web, and the text was done using Insert → Word Art. Use your creativity and imagination, but do not get stuck on small details or making your image look professional in any way.

Materials and Resources:

• Food Rationing in Wartime America, by Laura Schumm, History Stories, History.com: https://www.history.com/news/food-rationing-in-wartime-america
• “How Does Your Garden Grow?” Online Exhibit from the State Historical Society of North Dakota: https://www.history.nd.gov/exhibits/gardening/militaryevents7.html
• Bringing Books to World War I Soldiers: The Library War Service, by Danna Bell (April 25, 2017), The Library of Congress: Teaching with the LoC Blog: https://blogs.loc.gov/teachers/2017/04/bringing-books-to-world-war-i-soldiers-the-library-war-service/
• Liberty Bond, by James Chen (Oct. 14, 2021), Investopedia, Bonds: Fixed Income Essentials: https://www.investopedia.com/terms/l/liberty-bond.asp  
• Relief Efforts and Volunteers, The United States World War One Centennial Commission, Education Articles: https://www.worldwar1centennial.org/index.php/edu-home/edu-topics/584-u-s-neutrality-1914-1917/5052-relief-efforts-and-volunteers.html
• Labor, by Steven E. Rowe (Oct. 8, 2014), International Encyclopedia of the First World War: https://encyclopedia.1914-1918-online.net/article/labor
• Labor Radicalism and WWI, by Jessie Kindig, Civil Rights and Labor History Consortium (University of Washington): https://depts.washington.edu/antiwar/pnwhistory_wwi.shtml
• Module 7 Assignment: Propaganda During The Great War. Authored by : Lillian Wills for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• U.S. Navy recruitment poster, 1917. Authored by : Clifford Carleton. Located at : https://www.loc.gov/pictures/item/00652148/ . License : Public Domain: No Known Copyright
• Blessed are the Peacemakers. Provided by : Wikipedia. Located at : https://commons.wikimedia.org/wiki/File:Blessed_are_the_Peacemakers,_Bellows.jpg#:~:text=English%3A%20Blessed%20are%20the%20Peacemakers,in%20The%20Masses%20in%201917 . License : Public Domain: No Known Copyright

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Create your own wwii style propaganda poster online.

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We are proud to bring you the Keep Calm-o-matic.

Just enter the pithy saying of your choice, choose a few simple options, and before you can say ‘coalition government’ you’ll have your very own Government-approved motivational slogan. You can enter up to five lines of text. The middle line (line 3) is in a smaller font to the other lines. The default values have been chosen to match the original ‘keep calm’ poster as closely as possible.

Have a go here www.keepcalm-o-matic.co.uk

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Propaganda and Animal Farm

In this activity, activity overview, template and class instructions, more storyboard that activities.

• This Activity is Part of Many Teacher Guides

As students read Animal Farm , they may find it helpful to analyze propaganda both as a technique used in history, and also in the novel, as the use of propaganda is essential to both the revolution on the farm and Napoleon's takeover.

After discussing what propaganda is, students can select examples of propaganda, such as one of Squealer's speeches, and create a poster that could have been hung somewhere on the farm. The posters should not have to directly quote any speeches, but students will want to draw imagery and inspiration from them, and they should be able to explain their choices of rhetoric.

If you'd like to extend the activity to connect with history, students can research propaganda from the Russian revolution and adapt it to the Animalism movement of Animal Farm .

For additional templates to add to this assignment, check out our poster template gallery .

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a propaganda poster for Animal Farm .

• Click "Start Assignment".
• Identify an example of propaganda in Animal Farm .
• Using appropriate text, images, and scenes, create a poster for your chosen example.
• Save and exit when you're done.

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Propaganda

• [ELA-Literacy/RL/11-12/3] Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed)
• [ELA-Literacy/RL/11-12/4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
• [ELA-Literacy/W/11-12/4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• [ELA-Literacy/W/11-12/6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information

(You can also create your own on Quick Rubric .)

How To Analyze the Use of Figurative Language in Conveying Propaganda

Choose a reading, identify the propaganda, spot figurative language, analyze the persuasiveness of the language, reflect and discuss, frequently asked questions about propaganda and animal farm, how does "animal farm" employ propaganda, what impact does propaganda have on the farm's animals, animal farm.

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