WWI Propaganda: Selling the War to Australia

Subject: History / Media Literacy

Target Age: 13+ (Universal Application)

Time Allotment: 90 minutes (can be split into two 45-minute sessions)

Materials Needed

• Internet access (for viewing WWI Australian propaganda posters and historical context)
• Paper or digital drawing program (for the final project)
• Markers, colored pencils, or digital design tools
• Printouts or screen grabs of 3-5 key Australian WWI posters (e.g., "The Call from the Dardanelles," "Vote No" or "Vote Yes" conscription posters, "Go and Help" recruitment posters).
• "Propaganda Analysis Worksheet" (template with fields for: Image Description, Target Audience, Persuasion Technique, Desired Action, Effectiveness).

Learning Objectives (Success Criteria)

By the end of this lesson, learners will be able to:

1. Define and identify at least three common techniques used in WWI propaganda (e.g., emotional appeal, demonization, bandwagon).
2. Analyze and evaluate the specific role of propaganda in shaping Australian public opinion regarding recruitment and conscription.
3. Describe and summarize two major long-term societal impacts of WWI on Australia (socially or economically).
4. Create an original persuasive message (propaganda or counter-propaganda) using identified techniques effectively.

I. Introduction (Tell them what you'll teach)

Hook: The Power of Persuasion (10 minutes)

Educator Prompt: Think about the last time a commercial or an ad made you want to buy something, or maybe convinced you to think a certain way. Maybe it made you feel scared, proud, or excited. What was the core message, and how did they make you feel?

(Allow for a brief discussion connecting modern advertising to emotional manipulation.)

Context Setting: During World War I (1914-1918), governments didn't just fight with bullets; they fought with words and images. Since Australia was heavily involved, sending the famous ANZAC troops, the government needed maximum support from the people back home. Today, we're going to become historians and media analysts, figuring out how they used images—propaganda—to "sell the war" to the average Australian family, and what impact that had.

Review Objectives: Our goal is to break down these historical ads, understand their techniques, and see how they changed Australian society forever.

II. Body: Content Delivery and Practice (Teach it)

A. I Do: Defining Propaganda and Techniques (15 minutes)

Instructional Method: Direct Instruction and Modeling

1. Defining Propaganda: Propaganda is information, often biased or misleading, used to promote or publicize a particular political cause or point of view. It aims to bypass logic and go straight for emotion.

2. Key Techniques (Educator defines and provides modern examples):

• Emotional Appeal: Using fear, pity, or pride (e.g., "Don't let your mates fight alone!").
• Demonization/Name Calling: Making the enemy seem evil, inhuman, or barbaric (e.g., calling German soldiers "Huns").
• Bandwagon: Suggesting "everyone else is doing it," so you should too (e.g., "Join the thousands of brave patriots today!").
• Transfer: Using symbols people respect (like the flag, the cross, or the image of a mother) to gain approval.

3. Modeling Analysis: The educator displays one simple Australian recruitment poster (e.g., "Daddy, what did YOU do in the Great War?")

Educator Modeling Steps:

1. Identify Audience: Who is the poster talking to? (Fathers, young men).
2. Identify Emotion/Technique: It uses guilt and shame (emotional appeal). The child's question suggests failure if the father doesn't enlist.
3. Identify Desired Action: Enlist in the military immediately.

Success Criteria Check: Learners should be able to define propaganda and list three techniques.

B. We Do: Guided Analysis of Australian Posters (30 minutes)

Instructional Method: Think-Pair-Share (or shared detailed discussion for homeschool)

Activity: Poster Investigation

1. The learner is given the "Propaganda Analysis Worksheet."
2. The educator presents two distinct Australian WWI posters:
   • Poster 1 (Recruitment): Focuses on patriotism or ANZAC heroism.
   • Poster 2 (Conscription Debate): Either a "Vote Yes" or "Vote No" poster related to the mandatory military service referendums (1916 & 1917).
3. Guided Discussion: For each poster, the learner works through the following questions, recording answers on the worksheet:
   • What symbols are used? (Flag, specific uniform, mother figure).
   • How is the enemy portrayed, if at all?
   • What is the specific political goal of this ad (Recruitment? Social harmony? Voting a certain way)?
   • Crucial Question: How does the difference between Poster 1 (encouraging voluntary enlistment) and Poster 2 (fighting over forced conscription) show how the war was changing Australian society?

Transition: Propaganda was incredibly effective, but it couldn't hide the consequences. Let’s look at the real impact on Australia.

C. You Do: Societal Impact and Creation (45 minutes)

Instructional Method: Independent Research and Creative Application

Part 1: The Long Shadow of WWI (15 minutes)

Educator Instruction: Research two specific, long-term impacts of WWI on Australian society. Look beyond just the death toll. Use these suggested categories:

• Social Impact: The deep division caused by the Conscription Referendums; the birth of the "ANZAC Legend" and national identity; changes in the role of women.
• Economic Impact: War debt; trade shifts; establishment of war pensions.

(Learner notes findings, ready to report back.)

Part 2: The Persuasion Project (30 minutes)

Task: You are now a creative director in 1917. Your job is to create a piece of persuasive media. You have two choices:

1. Create a piece of Pro-War Propaganda: Design a new poster aimed at convincing women to take on men’s jobs or to pressure their eligible brothers/husbands to enlist. You must use at least two specific propaganda techniques studied today.
2. Create a piece of Counter-Propaganda: Design a poster arguing *against* the continuation of the war or arguing *against* conscription (representing the opposing view). You must use humor or facts to challenge the government’s emotional message.

Success Criteria: The final product must clearly display the chosen technique(s), have a strong headline, and be visually effective in conveying its specific purpose (alignment with Learning Objective 4).

III. Conclusion: Closure and Recap (Tell them what you taught)

Review and Reflection (10 minutes)

Q&A Recap:

1. What is the difference between an advertisement and propaganda? (Intent to mislead or influence political action vs. selling a product).
2. Name one propaganda technique and explain which Australian poster used it best.
3. What was the most significant societal impact of WWI on Australia that you researched today?

Formative Assessment Check

Review the learner’s notes on the two long-term impacts. Provide immediate feedback on the clarity and depth of their findings.

Feedback Opportunity: Ask the learner which type of persuasion (pro-war vs. counter-propaganda) they think is more difficult to create, and why.

Summative Assessment

The completed Persuasion Project (Part 2 of the You Do section) serves as the summative assessment. Evaluate the creation based on:

• Clarity of the message/goal.
• Effective application of at least two identified propaganda techniques.
• Overall visual design and persuasive power.

Differentiation and Adaptability