COLD WAR PROPAGANDA - National Museum Of The USAF
COLD WAR PROPAGANDAStudents will learn a brief history of the key events and persons involved in the U.S. Cold War. The students will alsolearn terms and techniques of propaganda as it was employed in the period of the Cold War in America. They willalso learn how to implement those techniques in evaluating all propaganda.Grade Level: 9-12LESSON PLANIntroductionThe Cold War was a period in U.S History that began followingWorld War II. It was marked by intense political rivalry betweenthe U.S. and then Soviet Union. The two countries teetered onthe brink of military action with one another for over fourdecades. However, the fear of nuclear annihilation preventedeither from engaging militarily. Instead, the typical form ofaggression from each country was various forms of propagandathat incited intense fear from each country’s population as thethreat of nuclear war warfare was constant.Lesson ObjectiveIn this lesson, students will have a basic understanding of theevents of the Cold War. Students will also learn about thedifferent types of propaganda and its uses. They will then workin teams to review and analyze propaganda that exists throughout the Museum’s galleries by using the Museum’s “VirtualTour.”Problem Do students have a basic understanding of the history of theCold War and America’s role in this event? How can student recognize and analyze types and uses ofpropaganda as it is used in a military and political context?Learning ObjectivesThe students will Learn about the history, types and purposes of propaganda,not only from the Cold War, but from other militaryoffensives in which the Air Force was involved. Learn the name and function of various components ofpropaganda. Work cooperatively in teams to review propaganda withinthe National Museum of the U.S. Air Force using thetechnology components of the Museum’s “Virtual Tour”.August 2020Ohio Learning Standards for Social Studies(2018)American HistoryThe Cold War (1945-1991)22. Use of atomic weapons23. Containment25. Politics26. End to Cold WarModern World HistoryThe Cold War (1945-1991)22. Break-up of Soviet Union23. Regional and ethnic conflictsOhio Learning Standards for EnglishLanguage Arts (2017)History/Social StudiesRH.9-10.1: Textual evidenceRH.9-10.2.b: Provide an accurate and objectivesummaryRH.9-10.3: Analyze series of eventsRH.11-12.1: Cite specific textual evidenceRH.11-12.2.a: Determine ideas of primary andsecondary sourceRH.11-12.2.b: Provide an accurate andobjective summaryRH.11-12.3: Evaluate various explanationsMaterials Required A writing instrumentAnalysis ChartPropaganda Analysis WorksheetComputer/internet access for both teacherand students1
Preparation for activity: The teacher should provide students with a solid background in the history of events that lead to andcontributed to the continuation of the Cold War throughout the 20th century.Procedures: The students will work in teams of 2-4 students Explain to the students that each team will be conducting online research: Analysis chart Propaganda Worksheet Computer/internet access Problem: Explore the National Museum of the U.S. Air Force through the “Virtual Tour”. What types of propaganda do you see represented in the Museum Galleries using the “VirtualTour? Who is the creator and who is the intended audience? Speculate on whether you believe the propaganda was successful? Students will tour the National Museum of the U.S. Air Force Museum by using the “Virtual Tour”.Beginning in the Cold War Gallery, students will review types of propaganda they find. They mustassign the types of propaganda they believe is represented and complete the attached analysis chart.Student will present their findings to the class.Alternate suggestion: Students can work in groups to design their own propaganda poster. They can expand their focus toinclude more topic areas on which they wish to discuss.* Please note that copies may be made for educational purposes, but copyright data must be included.August 20202
Extension: Using the key names, ideas and definitions from the Cold War period post a “Sticky note” on thebacks of each student. Do not reveal this information to the students assigned. Each student shouldget a “sticky” on his or her back. They will then move throughout the class asking indirect questionsabout who or what they may be. They cannot ask questions such as, “Am I Fidel Castro”? They canask “Am I a man or a woman”? “Am I a person or an idea or thing”? This concept with reinforce theconcepts throughout within the pre-knowledge portion of the lesson plan. Rather than using the “Virtual Tour” as a means to complete this lesson plan, teachers can coverintroductory history and terms and complete the activity at the National Museum of the USAF.August 20203
s/propaganda-techniquesliterature- online-405.htmlAugust 20204
Analysis ChartWhat person or organization is the source of the propaganda?What audience do you think the ad is trying to reach?What position have the people who placed this propaganda taken?What kind of opinion or action are they hoping to get from readers?August 20205
ARGUMENT, PERSUASION OR PROPAGANDA?ARGUMENTPERSUASIONPROPAGANDAGOALSeeks to discover the “truth”Seeks to promote an opinionthat is rooted in truthSeeks to advance a political positionwhile providing false or altered informationGENERALTECHNIQUESeeks to convince the audienceof the speakers “truth”Seeks to persuade theaudience using emotion orpersonal relevance to thesubjectSeeks to enforce or change audienceopinion using emotional and valuesmessagesMETHODS Argues both sides of theissueSupports perspectivewith evidenceExamines theconsequences ofaccepting or denyingthe argument May provide bothsides of the issueIncludes emotionalappeal with factsMay examine the consequences ofaccepting or denyingthe opinion Provides only one side ofthe issueBiases and assumptions areused to alter the evidencepresentedIgnores the negativeconsequences of theopinion
PROPAGANDA ANALYSIS WORKSHEET1.) Describe the format of the ne2.) What propaganda technique(s) are used?Name CallingGlittering kFear3.) Who or what is the intended audience?4.) What visual images, if any, appear in the propaganda? What do the imagessymbolize? What emotions do they seek to arouse?August 20201
5.) What key words are used? What emotions or reactions do those words seekto arouse?6.) What is or was the purpose of this propaganda? What emotion was is trying toelicit?7.) How effective did you find this propaganda and why?Copyright 1997 Houghton Mifflin Company. All Rights ReservedAugust 20202
The Cold War was a period in U.S History that began following World War II. It was marked by intense political rivalry between the U.S. and then Soviet Union. The two countries teetered on the brink of military action with one another for over four decades. However, the fear of nuclear annihilation prevented
About the Cold War Museum Founded in 1996 by Francis Gary Powers, Jr. and John C. Welch, the Cold War Museum is dedicated to preserving Cold War history and honoring Cold War Veterans. For more information: Cold War Museum, P.O. Box 178, Fairfax, VA 22030 Ph: 703-273-2381 Cold War Times Sept / Oct 2002: Page 2 On the Cover:
The Cold War Times The Newsletter of The Cold War Museum Winter 2020 The Cold War Museum P.O. Box 861526 7142 Lineweaver Road Vint Vint Hill, VA 20187 (540) 341-2008 Executive Director Jason Y. Hall Jason@coldwar.org The Cold War Museum is a 501(c)(3) charitable organization Features GIVE TODAY! Your 2020 gi L will make a big difference!
distinctiveness of the British propaganda campaign, this chapter seeks to show how modernism and propaganda were constituted within an information-propaganda matrix. Making Sense of Propaganda: From Orwell and Woolf to Bernays and Ellul . Understanding what “propaganda” meant to modernists requires us to
Propaganda dapat dilakukan melalui beberapa teknik manipulasi emosi, bahkan sering dilakukan dengan cara yang membahayaka. n. Melalui teknik propaganda (lihat subbab teknik propaganda), para propagandi. s “memanipulasi” kata, suara, si. mbol, pesan nonverbal agar dapat membangkitkan emosi audience. Sasaran Propaganda: 1.
Cold War, academic debates on the origins and characteristics of the Cold War have dominated the field of contemporary history. As the Cold War proceeded, the histori-ography of the Cold War developed its own dynamics. In the early phases of the Cold War academic discourse was ideologically partisan, fiercely divergent and even combat- ive. Indeed historians and their works were part of the .
The Cold War Divides the World These conflicts marked the start of the Cold War between the United States and the Soviet Union. A cold war is a struggle over political differences carried on by means short of military action or war. Beginning in 1949, the superpowers used spying, propaganda, diplomacy, and secret operations in their dealings .File Size: 2MB
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