History, 01.10.2019 23:00 izzyisawesome5232

Write two paragraps in which you analyze and evaluate the techniques used in world war ii propaganda.

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Answer from: leo4687

Usually, when we hear about World War II, the first thing that comes to mind is: concentration camps, Nazis, Hitler, atomic bombs, blood and destruction; Although all these elements frame the struggle that represents a before and after in humanity, the important factors to maintain the course of the attacks were different. One of them was the battle that the countries involved had with the positions of their population in the face of the conflict, which kept them in a constant effort to keep the heart and mind of the people in victory. Thus, persuading citizens to support the war effort became such an important issue as the production of bullets and airplanes. The objective of propaganda during the war was to expose beliefs with the intention of influencing and convincing the audience, through constant messages, that war was the best and only solution to the world situation. Adopting this belief as their own, and thus rejecting other points of view, posters, brochures, news, radio programs and films were the means on which governments relied to achieve their goal.

All possible help was requested to continue and, of course, win the war, prompting the population to make an extra effort and work harder; the children kept pennies, collected scrap and food waste to be prevented if there was any contingency. With so many men enlisted in the Forces, millions of women worked in factories, buses, trains, hospitals and schools. That is why it is common to find propaganda focused on them, on children and on people who did not go to the battlefield; From the British Political Warfare Executive (PWE), the different Russian newspapers or such iconic elements as “Rosie, the Riveter” of the Office of War Information (OWI), played a key role in continuing the national and economic complications caused by the war in the participating countries.

Answer from: briannabo08

INTRODUCTION

With the attack by Japan on Pearl Harbor on December 7, 1941, the United States found itself suddenly involved in a war that was raging across nearly every continent of the globe. As the American military ramped up its war effort, support from the American public became crucial. The need for more soldiers, more factory production, more government funds, and less consumption by civilians of crucial war resources led to a public propaganda campaign. In an age before the widespread use of television the two best ways to reach the public were radio broadcasts and print. President Roosevelt was a pioneer in using the radio to sway public opinion, and soon colorful posters promoting the requirements of the war effort began appearing all over the United States.

MATERIALS"Every Citizen a Soldier: World War II Posters on the American Home Front,"by William L. Bird Jr. and Harry Rubenstein (abridged from The Gilder Lehrman Institute of American History website; complete essay is here)Graphic Organizer: Every Citizen a Soldier: World War II Posters on the American Home FrontPROCEDURE

At the teacher’s discretion you may choose to have the students do the lesson individually, as partners, or in small groups of no more than three or four students.

Hand out "Every Citizen a Soldier: World War II Posters on the American Home Front," by William L. Bird Jr. and Harry Rubenstein."Share read" the essay with the students. This is done by having the students follow along silently while the teacher begins reading aloud. The teacher models prosody, inflection, and punctuation. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. This technique will support struggling readers as well as English language learners (ELL).Hand out Graphic Organizer Lesson 1: Every Citizen a Soldier: World War II Posters on the American Home Front.Using the graphic organizer, the students analyze the secondary source document. This can be done as a whole-class activity with discussion, in small groups, with partners, or individually.Discuss different interpretations developed by the students or student groups.Lesson 2OBJECTIVE

In this lesson the students will carefully analyze ten primary source posters from World War II. These posters come from a variety of sources but all of them reflect the themes developed by the United States government and the Office of War Information (OWI). These themes were introduced in the essay used in lesson one. The students will determine which of the six themes recommended by the OWI the poster best represents. They will use the visual evidence as well as the textual evidence to analyze the theme presented in the poster. A poster analysis sheet will be used to demonstrate their understanding.

INTRODUCTION

The development of posters to promote American patriotism during World War II is an example of propaganda. Propaganda is a form of communication that usually bypasses the intellect and motivates a target group by appealing to their emotions. The posters developed for the home front during World War II were designed to motivate American citizens and develop a sense of patriotism that would turn the United States into an unstoppable war machine. These posters called on all Americans to be part of the war effort, not just by carrying a gun into battle, but in many other important ways. Government programs such as metal and rubber drives may not have meant the difference between winning or losing the war, but the camaraderie and sense of unity generated by such drives was very important to the war effort.

MATERIALSWorld War II Posters #1–#10Analyzing the Poster (each student or group will need five copies)PROCEDURE

At the teacher’s discretion you may choose to have the students do the lesson individually, as partners, or in small groups of no more than three or four students.

Hand out World War II Posters #1–#2 and Analyzing the PosterThe students answer the questions on the Analyzing the Poster handouts for each poster. For the first two posters this will be done as a whole-class activity with discussion. After analyzing the first two posters with the class, hand out posters #3–#10. These posters will be analyzed by the students in small groups, with a partner, or individually.Discuss different interpretations developed by the students or student groups. Discuss the information in the introduction.Lesson 3OBJECTIVE

In this lesson the students will carefully analyze ten primary source posters from World War II. The students will determine which of the six themes recommended by the Office of War Information the poster best represents. The students will use the visual evidence, as well as the textual evidence, in order to analyze the theme presented in each poster. A poster analysis sheet will be used to demonstrate their understanding.

Answer from: Quest

answer; /// the correct answer is evidence of the olmec civilization has been found in southern american in a hot steamy forest, archaeologists have found earthen artifacts at several sites that were evidence of the olmec civilization. these artifacts were mounds,courtyards and pyramids build of stones, also on top of the mounds were many monuments made of stone, some of these stone structures are very large, they weigh as much as 44

Answer from: Quest

it provided for selection of government employees through competitive examinations. it also made it unlawful to fire or demote covered employees for political reasons or to require them to give political service or payment, and it set up a civil service commission to enforce the law.

explanation:

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Write two paragraps in which you analyze and evaluate the techniques used in world war ii propaganda...

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