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Summary and Objective
Students will understand:
1. That propaganda played a large role in gathering
support for the war on the American Home Front in
terms of:
a. War Bonds
b. Rationing
Teaching Plan
Step 1.
Teacher will lead a discussion with the students about what makes them buy certain brands of food, clothing, electronics etc. Teacher will record answers on white board/ chalk board, and explain that retailers use propaganda to entice people to buy these things.
Step 2.
Teacher will than distribute “Types of Propaganda” Worksheet to students and read over as a class. To check for understanding, teacher will ask students to give a present day example of a product or idea that fits into each category.
Step 3.
Students will review and or be introduced to the definitions of war bond and rationing. Students and teacher will than discuss what they mean, and how using each could have helped the war effort.
Step 4.
Students will then access the American Centuries Website and view the following documents
a. “Rivets are Bayonets/ Drive them Home!” (accession #2005.57.500)
b. “Allies, Arise!” (accession #L00.076)
c. “Women and girls over 18” (accession #L02.033)
d. “Farmers help the Belgians” (accession #L01.110)
e. “Together We Win” (accession #2005.57.501)
Students will fill out three “Propaganda Analysis” worksheets using any of the sources above.
Step 5.
Students will than use the following website to find three more pieces of propaganda and fill in three more ‘Propaganda Analysis” worksheets.
a. The Forum On-line Art Gallery- World War I Posters
b. The First World War- Propaganda Poster
c. World War One Propaganda Posters
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