A War of Words: GDR Propaganda during the Cold War

1. A War of Words: GDR Propaganda during the Cold War Presented by: Amy Perkins Lakeshore High School aperkins@lakeshoreps.org In collaboration with Goethe Institute

2. Introduction War is not simply fought on the battlefield. Bullets, bloodshed, and bombs are not the only measures of its success. In fact, the deadly volleys of gunfire exchanged between battle lines often mirror an equally impactful war of words. This war of words, as evidenced by wartime propaganda, is the byproduct of leaders’ sophisticated efforts to justify their wars, demonize their enemies, and mobilize their people.

4. Essential Questions How did the German Democratic Republic (GDR) use written and visual propaganda throughout the Cold War to advance its message, build support for socialist programs, and demonize the West? How did propaganda produced by Western, capitalist nations respond to these attacks?

5. Alignment with Common Core Standards: • CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. • CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

6. Lesson Overview After a brief discussion of the definition, forms, and purposes of wartime propaganda, the teacher will introduce students to propaganda produced by the GDR during the Cold War. Students will examine various texts and images to deduce how leaders of the GDR used propaganda to advance their message, build support for socialist programs, and demonize the West. For added reference, some examples of GDR propaganda have been paired with relevant propaganda produced by the United States, Canada, and Western Europe during the same timeframe.

7. Propaganda • What is its purpose? Why is it created? Propaganda is often crafted to elicit an emotional response (fear, pride, anger) from the audience and thereby build support for the creator’s ideology. To accomplish this end, the author/artist often bends the truth by exaggerating facts or by representing a narrow view of reality. • What are the various forms of propaganda? Propaganda is any media (visual, written, theatrical, musical, etc.) created for the primary purpose of persuading the audience to embrace a particular viewpoint or ideology.

8. Who created this image? How do you know? • What viewpoint is represented in the image? • What is the intended effect of the image? How does the artist hope the audience will respond to the image? • How does the image fit within its larger historical context?

9. Who created this image? How do you know? • What viewpoint is represented in the image? • What is the intended effect of the image? How does the artist hope the audience will respond to the image? • How does the image fit within its larger historical context?

10. Who created this image? How do you know? • What viewpoint is represented in the image? • What is the intended effect of the image? How does the artist hope the audience will respond to the image? • How does the image fit within its larger historical context?

11. Throughout the Cold War, the Communist East and Capitalist West generated volumes of propaganda, each side using provocative words and images to advance its platform, justify its actions, and win support for its cause. This is especially true of the images and texts crafted by the German Democratic Republic (GDR) at the height of the Cold War. By studying these samples of propaganda, we can gain valuable insight into the minds of the socialist leaders in East Germanyand their ideological war with the West.

12. As bricks and barbed wire bisected the Berlin skyline, how did the East German authorities justify the need for the imposing barrier?

13. As East German citizens risked their lives to escape socialism, how did the officials of the GDR reconcile this reality?

14. Finally, as the East German economy slowed in the shadow of the West’s bustling economy, how did the socialist leaders account for this disparity??

15. Small Group Analysis • Assemble into small groups. • Within small groups, closely analyze the packet of propaganda assigned to you. • Once the group has analyzed and discussed the packet of propaganda, complete the question sheet. • Be prepared to discuss your group’s conclusions with the class.