Beyond Rosie: Women in World War II - Kennesaw State University
Beyond Rosie: Women in World War II - Kennesaw State University
Beyond Rosie: Women in World War II - Kennesaw State University
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<strong>Beyond</strong> <strong>Rosie</strong>: <strong>Women</strong> <strong>in</strong> <strong>World</strong> <strong>War</strong> <strong>II</strong><br />
Part 2: American Film Propaganda Analysis<br />
1. As a class watch some propaganda clips from http://worldwar2propaganda.<strong>in</strong>fo/films-andcartoons.<br />
Ask the students to watch for similarities and differences between these film<br />
clips and the posters from Part 1. These may <strong>in</strong>clude the messages, emotions evoked, and<br />
visual techniques.<br />
2. Ask the students to write a compare and contrast essay for these two film clips. Once they<br />
have f<strong>in</strong>ished this, discuss their f<strong>in</strong>d<strong>in</strong>gs and analysis as a class.<br />
3. Hav<strong>in</strong>g established the central themes, emotional targets, and visual techniques of these<br />
clips, discuss as a class the similarities and differences that film propaganda and posters<br />
had dur<strong>in</strong>g <strong>World</strong> <strong>War</strong> <strong>II</strong>. Ensure that the students understand how the two different<br />
mediums allow the creator to achieve different effects.<br />
PAGE 8<br />
Part 3: American and International Propaganda<br />
1. Distribute one of the three <strong>in</strong>ternational posters attached (Source Sheets 6 – 8.) Ask the<br />
students to conduct the same analysis on their <strong>in</strong>ternational propaganda poster as they<br />
did on the American posters earlier <strong>in</strong> the lesson.<br />
• What does the poster show?<br />
• How do you th<strong>in</strong>k this image would have made a woman feel <strong>in</strong> the country that this<br />
poster was created?<br />
• What action do you th<strong>in</strong>k this poster was designed to elicit from its viewer?<br />
• What parts of the poster do you th<strong>in</strong>k are particularly successful? (e.g. the slogan, the<br />
color scheme, the images, the message)<br />
• What parts of the poster do you th<strong>in</strong>k are not successful?<br />
• Why do you th<strong>in</strong>k the government that designed this poster created it?<br />
• What does this poster tell us about how the government of this poster viewed women<br />
dur<strong>in</strong>g <strong>World</strong> <strong>War</strong> <strong>II</strong>?<br />
2. Divide the class up <strong>in</strong> to groups of students with the same poster and ask the students to<br />
discuss and consolidate their answers as a group.<br />
3. Ask each team of students to present their analysis to the class and lead a discussion<br />
with the class of their particular poster and what it tells us about other countries views<br />
of women dur<strong>in</strong>g <strong>World</strong> <strong>War</strong> <strong>II</strong>.<br />
4. As a class discuss the similarities and differences between these <strong>in</strong>ternational posters<br />
and the American propaganda that was analyzed earlier <strong>in</strong> the lesson. What do these<br />
similarities and differences tell us about the different ways that women were viewed<br />
around the world by their governments?