Propaganda has been a powerful tool since the advent of the written word, reflecting humanity’s ongoing efforts to influence opinions and shape behavior. During World War II, propaganda reached new heights, exploiting people’s hopes, fears, and uncertainties in a world fraught with chaos and mistrust. With global conflict blurring the lines between friend and foe, societies became increasingly vulnerable to persuasive messaging. This inquiry invites students to analyze World War II posters, uncover the perspectives behind them, and evaluate their motivations and impact on both the home front and the battlefield.
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About the inquiry
Compelling Question
How do propaganda posters visualize hopes and fears?
Standards
D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
Instructional Snapshot
Start the class with a brief explanation of propaganda and its connection to ethos (credibility), pathos (emotion), and logos (logic), emphasizing how these appeals are often exaggerated during wartime to influence public opinion. Afterward, invite students to share any initial thoughts or questions to create an open, comfortable space for discussion. Before analyzing the sources, clarify that this inquiry explores how both the Axis and the Allies used similar propaganda strategies—appealing to fear, pride, and unity—but with different motivations and goals. Have students individually explore and annotate the poster sets, either choosing one or working through all three, depending on your preference. Then, in pairs, students will use the Cyber Sandwich protocol to compare their annotations, focusing on evidence that answers the compelling question. After a quick class share-out, students will create a t-chart highlighting the fears and aspirations reflected in the posters, citing specific sources and noting who created them, whose perspective they represent, and their intended audience. Finally, set up a Harkness discussion around the compelling question, explaining the purpose and structure of this student-led dialogue. Remind students to focus on broader themes of influence and motivation, and if needed, provide guiding questions to help ease them into the conversation.
Formative Tasks
COLLABORATE: Students will pair up and use the Cyber Sandwich EduProtocol to compare their annotations. Together, they will discuss similarities, differences, and any new insights gained from each other’s perspectives.
PRODUCE: Students will create a T-chart that highlights evidence from the poster sets, organizing examples that reflect both people’s fears and their aspirations during World War II.
DELIBERATE: Students will participate in a Harkness Discussion to explore the compelling question. They should use their evidence to support their ideas, while actively listening to and building on their classmates' contributions
Sources
Source A: Families during Wartime Set
Source B: At War Set
Source C: Role of Women Set
Summative Performance Task
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Taking Informed Action
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