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WW1 PROPAGANDA Key words in this lesson

WW1 PROPAGANDA Key words in this lesson. Propaganda Enlist Circulate Analogy Recruitment Coo-ee Morale Analyse Troops Symbols Rationing Poster Dardanelles Persuade Encourage Deliberate . WW1 PROPAGANDA 3-2-1 Bridge connecting initial ideas to newly acquired information.

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WW1 PROPAGANDA Key words in this lesson

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  1. WW1 PROPAGANDAKey words in this lesson Propaganda Enlist Circulate Analogy Recruitment Coo-ee Morale Analyse Troops Symbols Rationing Poster Dardanelles Persuade Encourage Deliberate

  2. WW1 PROPAGANDA3-2-1 Bridge connecting initial ideas to newly acquired information Write up your initial (first) responses to the topic 3 Thoughts about the topic I think that…. 2 Questions you have about the topic How/what/when/who/why/where 1 Analogy you can make about the topic • Your new responses to the topic (complete at the end of the lesson) • Thoughts about the topic • I now think that… • 2 Questions you have about the topic • How/what/when/who/why/where • 1 Analogy you can make about the topic

  3. PROPAGANDA DEFINED • Propaganda is a deliberate attempt to convince people of a particular set of ideas, or point of view. • Therefore, by definition, the presentation of a one-sided view of an issue.

  4. WW1 PROPAGANDA Reasons for propaganda • To encourage recruitment into the army. • To boost morale of civilians and troops • To encourage hatred of the enemy • To encourage financial investments in the war (war bonds and donations) • To encourage acceptance and support of various restrictions such as rationing • To encourage active participation in the war effort. • To attack those that did not support the war effort • To promote conscription for the war effort

  5. Propaganda ‘The weapon in the wall’

  6. WW1 PROPAGANDA There are many different forms of propaganda • Film • Newspapers • Schools • Books • Meetings • Songs • Postcards

  7. Australian propaganda was designed to maintain public anger about German atrocities and idealise Australian soldiers. Most pieces promoted enlistment in some way or another and the most violent propaganda images surfaced around the time of the conscription debates. Germany’s invasion of Belgium meant that German forces were easily portrayed as the aggressors in the conflict. Allegations of atrocities in Belgium were used to promote an image of the Germans as inhuman and monstrous. Norman Lindsay, artist and author of The Magic Pudding, created some of the most notable Australian propaganda

  8. Deliberately or otherwise, in the age of mass literacy, the lies, exaggerations and errors of the battlefield were turned into official communiqués and elaborated upon in correspondents’ dispatches. A leader writer might then compound everything that went before and distort the product further with fantasies of his own. Lies, exaggerations and errors, mixed with elements of the truth, represent the stuff of legend…there is enough in the Australian military achievement in the Great War, notably from 1918, to render exaggeration superfluous. –John F Williams Source Williams, J F 1999, Anzacs, the media and the great war, UNSW Press, Sydney, NSW The Gallipoli conflict is a good example of how propaganda aims were fulfilled for different nations. In Australia, newspapers celebrated the heroism of the men in the landing rather than dwelling on the 10,000 casualties in the first few months.

  9. Questioning Sources • When analysing propaganda posters remember to ask the following questions. • What is the subject? • What is the main idea? • What is in the foreground? What is in the background? • What action is occurring- what are the people/animals doing? • What are their expressions? • What are they wearing? • Are there words being spoken?

  10. Your Task Part A: Your tasks is to analyse one of the posters Provided.(A,B,C,D in the following slides) Use the questions below to help guide your analysis. • What is the subject? • What is the main idea? • What is in the foreground? What is in the background? • What action is occurring- what are the people/animals doing? • What are their expressions? • What are they wearing? • Are there words being spoken? What do these suggest? • What do the colours represent? • What does the font suggest? Part B: When you have completed this task you will get together with other class members who analysed the same poster. • Use this time to compare your findings. As a group, answer, in detail, the 3 questions posed on the butchers paper provided. • Identify the ways in which each tries to encourage men to join the army. • Identify the different emotions each tries to manipulate. • Do you think this is successful propaganda? Place yourself in the role of a young man in Australia in 1914/15, would these posters have affected your decision to join up? Give reasons to support your view, by referring specifically to the images. Part C: Share your findings with the class. Step One Step Two Step Three

  11. WW1 PROPAGANDA3-2-1 Bridge • Your initial responses to the topic • Thoughts about the topic • 2 Questions you have about the topic • 1 Analogy you can make about the topic • Your new responses to the topic • Thoughts about the topic • 2 Questions you have about the topic • 1 Analogy you can make about the topic

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