Propaganda Comparison: WW I v. WWII
The following is a set of various forms of propaganda from both World War I and
World War II. The intent is to illustrate to students the stark contrast of Canadian affect
upon entering the two conflicts through analyzing the propaganda and using Document
Based Questioning (DBQ). Through comparing the attitudes portrayed in these posters,
it is our intention for students to recognize the national obligation and eagerness which
Canada felt upon entering World War I; the devastation of WWI radically altered public
opinion upon the idea of entering World War II – the posters attempted to draw the
same pride and enthusiasm, but the public had learned a hard lesson only a short time
earlier. Topics to cover:
Conscription
Our place in the Commonwealth
Canada’s Identity – do we have one??
What does it mean to be Canadian
Canadian myths, truths and fabrications
National policy and politics
Changing public opinions – the times they are a changin’
International Trade and Commerce
To begin, the students will need an explanation of what propaganda is, what is
consists of and what it is used for. The following is an example of topics that would be of
great assistance to both teachers and students:
The 10 divisions for propaganda analysis are as follows1:
1. The ideology and purpose of the propaganda campaign
2. The context in which the propaganda occurs
3. Identification of the propagandist
4. The structure of the propaganda organization
5. The target audience
6. Media utilization techniques
7. Special techniques to maximize effect
8. Audience reaction to various techniques
9. Counterpropaganda, if present
10. Effects and evaluation
Also included in this DBQ are worksheets and questions that can be assigned to
students to assist in the analysis of the war propaganda.
1
http://www.sagepub.com/upm-data/11849_Chapter6.pdf
World War I
http://www.firstworldwar.com/posters/images/pp_uk_10.jpg
This is Your Flag
This is a recruitment poster for the 207th Battalion of Ottawa-Carleton, the recruiting office for which was
in downtown Ottawa. The unit went overseas in 1917, but was later broken up and its soldiers sent to
reinforce other front-line infantry battalions, including the 2nd, 21st, and 38th Battalions, and the Princess
Patricia's Canadian Light Infantry.
Heroes of St. Julien and Festubert
This is the English version of a Canadian recruitment poster. Produced in both French and English, it was
meant to encourage recruitment by highlighting the Canadians' heroic stand at the battles of St. Julien
(Ypres) and Festubert.
Canadiens-Francais, Enrolez Vous! (French Canadians, Enlist!)
This recruitment poster for the 163rd Battalion depicts a Canadian infantry soldier standing shoulder to
shoulder with a French soldier. This image, made an appeal to French-Canadians' illustrious military
history with specific references to famous soldiers, including the Marquis de Montcalm, who had died in
1759 attempting to defend Quebec against British attack. It also highlights the links that existed between
Canada and France, and asks French-speaking Quebecers, in an oblique reference to the Quebec Act
passed in 1774, if they would prefer Prussian (German) institutions to their own. The unit is named after
Charles-Michel d'Irumberry de Salaberry, who raised and commanded a French militia unit during the
War of 1812, and successfully defeated a stronger American force at the Battle of Chateauguay in 1813.
The Happy Man
This poster for the 73rd Battalion, the Royal Highlanders of Canada, promises that the happy man today
is the man serving at the front. Montreal, Canada's largest city during the war, sent several infantry
battalions overseas. The 73rd Battalion served with the 4th Division from 1916 to its demobilization in
1919.
Help the Boys
Shells explode and German soldiers flee in panic, in this colourful recruitment poster for the
245th Battalion, Canadian Grenadier Guards. Raised in Montreal, the 245th sailed to England in
1917 where the battalion was broken up and absorbed by the 23rd Reserve Battalion. The
soldiers were subsequently sent to the front as reinforcements for numerous other front line
battalions.
Fight for Her
Based on James Whistler's famous painting of his mother, this poster urges men to enlist with the
Irish Canadian Rangers and to fight for the women in their own lives. It appeals to notions of
motherhood and family values that were popular at the time, and often attributed to this painting.
Canadians Must Provide
Appeals from the Canadian Patriotic Fund (CPF) used the hardships of Belgium, most of which
was under German occupation, to elicit donations from Canadians. By war's end, the CPF had
raised nearly $50 million through voluntary efforts in order to care for the families of soldiers
overseas. (Fund-Raising Poster )
"Once a German ? Always a German!"
An outrageous anti-German propaganda poster that draws upon stories of the atrocities
committed by Germans during the war, from the occupation of Belgium, the bayoneting of a
baby, the execution of civilians, the murder of Nurse Edith Cavell, and unrestricted submarine
warfare that targeted innocent civilian ships. This British poster encouraged citizens not to hire
Germans or buy German goods.
http://commons.wikimedia.org/wiki/Image:Let%27sGoCanada.jpg
World War II
Drawing, cartoon
Waiting for Their Cue
The Halifax Herald
September 1, 1939, 20th century
Ink on paper
PERS-14
This artefact belongs to : Private collection
Keys to History:
Most Canadians reacted to the First World War in 1914 with naive enthusiasm. In
1939 the mood of the people was different. Canadians now knew about the horrors
of war and sought to avoid it. Despite Adolf Hitler's increasingly militaristic and
expansionist policies, the Canadian government encouraged British and French
attempts to appease him. When Hitler broke an earlier agreement and invaded
Czechoslovakia, Britain and France abandoned their policy of appeasement. When
Hitler invaded Poland, Britain and France declared war on Germany. A week later
Canada also declared war on Germany. To win the support of Quebec, King
promised never to introduce conscription and sought to limit Canada's support to
economic aid.
What:
Canadians knew that another world war would have severe consequences.
Where:
Cartoonist Chambers draws a parallel between the international political scene and
a theatre stage on which a real drama -- war -- is being played out.
When:
Britain and France declared war on Germany on September 3, and Canada declared
war on September 10.
Who:
By killing peace, Hitler ("The Madman") was setting the scene for three other
scourges: starvation, pestilence and death.
Keys to History:
In 1939 the likelihood of war became clear. Canada was forced to confront the fact
that it had badly neglected its armed forces. The army, navy and air force were all
small and badly armed. Canadians had exhausted themselves in the First World
War, and the military budgets in the postwar years and during the Depression were
totally inadequate. The Royal Canadian Navy consisted of 2,000 men who crewed a
fleet of ten vessels. The Royal Canadian Air Force had a strength of 3,048 men and
270 aircraft, but only thirty-seven of them were suitable for modern warfare. The
Canadian army had a poorly equipped force of just 4,261 men. In all of Canada
there were four anti-aircraft guns and two light tanks. The government budgeted
$26 million for the military in 1934-35, $36 million in 1937-38 and only $64.6
million in 1939-40.
What:
As can be seen in this cartoon by Yvan Glassco, "Team Canada's defence" did not
inspire confidence. In 1939 Canada's army, navy and air force were pathetically
undermanned and underequipped for war.
Where:
There was a possibility of war with Germany, Italy and Japan. Canada might have
to defend its Atlantic and Pacific coasts and send armed forces to Europe and Asia.
When:
In September 1939 the Canadian chiefs of staff told the cabinet that the
government would have to spend $491 million to prepare the armed forces for war.
The horrified ministers cut the budget to $314 million.
Who:
As in 1914-18, all Canadians would be in some way affected by the war.
Drawing, cartoon
A Bachelor's Dilemma
John Collins
About 1944, 20th century
Ink, crayon and graphite on card
37.2 x 28 cm
Gift of Mr. John Collins - The Gazette
M965.199.4455
Keys to History:
After a plebiscite in April 1942, the demand for conscription died down. However, in
order to contribute to the war effort and get some experience in battle, Canadians
took part in the invasion of Italy in 1943. By May 1944, the army had suffered
much higher casualties than had been expected. As the planned date for the
invasion of France approached, Prime Minister King once again felt pressure from
supporters of Britain and the Commonwealth to institute conscription. At the same
time, he felt pressure from nationalist forces in Quebec to continue with the
voluntary system of enlistment in the armed forces.
What:
This John Collins cartoon shows Prime Minister Mackenzie King as a bachelor forced
to choose between two women: Britannica, representing the British Empire, and a
femme fatale, representing the Quebec nationalist vote, who offers him a "nocommitments" elixir against conscription.
Where:
Canadian casualties in Italy were high and more soldiers were needed. The
Canadians experienced their biggest Italian engagement, and suffered their
greatest casualties, at Ortona.
When:
The Canadians landed in Sicily on July 10, 1943, and on the Italian peninsula on
September 3.
Who:
The Canadian army was chosen to join the British Eighth Army in the invasion of
Italy.
Drawing, cartoon
Put Him Where He Belongs
Manitoba Commonwealth Tribune, Winnipeg
April 16, 1943, 20th century
Ink on paper
PERS-19
Keys to History:
The war showed Canadians what a determined government could accomplish. This
cartoon summarizes the changes about to be made in Canadian society. Canadians
did not want a repeat of the Great Depression. Under pressure from an increasingly
popular Co-operative Commonwealth Federation party, the government brought in
unemployment insurance. Unions gained the right to bargain collectively to secure a
better share of industrial wealth for their members. The government also brought in
family allowances and promised to deal with veterans' allowances, better housing, a
national health insurance scheme and a national contributory old age pension
scheme.
What:
The war quickly ended the Great Depression of the 1930s and replaced it with full
employment and a higher standard of living.
Where:
A surge in support for the Co-operative Commonwealth Federation in 1943, and the
election of a socialist government in Saskatchewan in 1944, forced the other federal
parties to support social reforms.
When:
An Unemployment Insurance Act was passed in 1940, and later in the year the
government gave unions the right to bargain collectively. A Family Allowance Act
was passed in 1944 and payments began in 1945.
Who:
In the 1945 election, all of the political parties adjusted their platforms to meet the
desire of Canadians for major changes.
Drawing, cartoon
Ready and Waiting
John Collins
About 1939, 20th century
Ink, crayon and graphite on card
38.6 x 28 cm
Gift of Mr. John Collins - The Gazette
M965.199.4063
Keys to History:
Canada was strongly bound to Britain by ties of blood and culture. These ties were
evidenced by the immensely successful visit to Canada by King George VI and
Queen Elizabeth in 1939. The visit did much to reinforce the loyalty of Canadians to
Britain. This attitude was nicely summed up by Conservative leader of the
opposition Dr. Robert Manion on September 1, 1939, who stated, "There can be no
neutrality for Canada while Britain is engaged in a war of life and death." Canada
and other members of the Commonwealth showed their allegiance to Britain by
supporting the British Commonwealth Air Training Plan and by committing troops to
the war.
What:
By drawing the members of the British Commonwealth lined up in single file at the
door of the Empire recruiting office, the cartoonist is underscoring their loyalty to
the British Empire.
Where:
This cartoon was published in Montreal, a major manufacturer of goods needed by
Britain.
When:
This cartoon was published soon after the start of the war.
Who:
Canada, South Africa, New Zealand and Australia were all members of the British
Commonwealth.
Drawing, cartoon
To Which Voice Will He Listen?
John Collins
April 28, 1942, 20th century
Ink, crayon, graphite and opaque white on card
38.7 x 28.3 cm
Gift of Mr. John Collins - The Gazette
M965.199.3350
Keys to History:
On April 27, 1942, the government held a plebiscite to release it from a 1940
election pledge to avoid conscription. The vote divided Canadians. The people of
Quebec voted 71.2 percent against releasing the government from its commitments
not to impose conscription. The eight English-speaking provinces ("the rest of
Canada") voted 80% in favour of the release. In Canada as a whole the vote was
63.7% in favour. The wording of the plebiscite was deliberately chosen to allow the
government some leeway. In the interest of keeping Canada united, King
interpreted the results as "not necessarily conscription, but conscription if
necessary." The National Resources Mobilization Act (NRMA) gave the government
the power to conscript men for the defence of Canada. King introduced a bill to
amend the NRMA to make conscription for overseas service possible. He also
promised Quebec supporters that it wouldn't necessarily be introduced.
What:
This cartoon by John Collins shows Prime Minister King reading a "summary" of the
plebiscite question and listening to the voice of the people. The original question
was "Are you in favour of releasing the Government from any obligation arising out
of any past commitments restricting the methods of raising men for military
service?"
Where:
The government had already implemented military service for men serving within
Canada. The plebiscite would allow the government to conscript for overseas
service.
When:
King announced the decision to hold a plebiscite on January 22, 1942. The vote
took place on April 27.
Who:
Most English Canadians felt that conscription was necessary; most Quebeckers,
including 85% of French-Speakers, opposed it.
Cartoon Work sheet2
Cartoon Analysis Worksheet
Student name:
Visuals Words (not all cartoons include words)
Level One:
1. Identify the cartoon caption and/or title.
2. Locate three words or phrases used by the cartoonist to identify objects or people
within the cartoon.
3. Record any important dates or numbers that appear in the cartoon.
Level Two:
1. List the objects or people you see in the cartoon.
2. Which of the objects on your list are symbols?
3. What do you think each symbol means?
4. Which words or phrases in the cartoon appear to be the most significant? Why do
you think so?
5. List adjectives that describe the emotions portrayed in the cartoon.
Level Three:
A. Describe the action taking place in the cartoon.
B. Explain how the words in the cartoon clarify the symbols.
C. Explain the message of the cartoon.
D. What special interest groups would agree/disagree with the cartoon's message?
Why?
Poster Analysis Worksheet
1. What are the main colors used in the poster?
2. What symbols (if any) are used in the poster?
3. If a symbol is used, is it:
a. clear (easy to interpret)?
b. memorable?
c. dramatic?
4. Are the messages in the poster primarily visual, verbal, or both?
5. Who do you think is the intended audience for the poster?
6. What does the Government hope the audience will do?
7. What Government purpose(s) is served by the poster?
2
Designed and developed by the Education Staff, National Archives and Records Administration,
Washington, DC 20408.2
Teaching and Learning Strategies
Introduce the text of a speech by Premier William Howard Hearst regarding Canada’s
role in World War I (two speeches are provided). Ask the students what they think of
the speech.
Is it persuasive?
If so, what makes it persuasive?
Is it propaganda?
Before beginning the lesson, students need to know more about the criteria with
which they will be evaluating propaganda. This is a good time to introduce
concepts of Ethos, Pathos, and Logos to the students. These are three classical
methods of persuasion as described by Aristotle.
o
Ethos: An appeal to ethical or moral rightness
o
Pathos: An appeal that uses emotion to sway the audience, such as
anger, humour, or guilt
o
Logos: An appeal the uses logic to sway the audience (i.e. statistics,
numbers)
What other requirements should propaganda have?
What would help to persuade people during World War I in Canada?
What were the needs in 1914-1918?
How could the Government of that time create a poster/propaganda that would
persuade the viewer?
What kind of requirements are specific to wartime persuasion (i.e. nationalism,
patriotism, courage)?