Introduction
In this chapter, I chose the scenario Keep Calm and Create a WWII Propaganda Poster! (LS-EU-740). Its aim is to teach students to recognize propaganda messages in political posters from World War II. I conducted this scenario with eight eighth-grade students, including 2 in an adapted program and 1 in an individualized model. It took 3 school hours.
First lesson
In the introductory part of the lesson, we briefly discussed the role of posters in general, the types seen on streets, and the information in them. Guided by the teacher, we discussed the role of political posters, their appearance, and contained messages.
After answering these questions, they presented their results to other groups. Based on their analysis, they concluded the point of these posters and how propaganda spreads. Following that, the teacher explained propaganda in more detail. Building on their conclusions about the analyzed posters, we discussed how propaganda spread during that time and its influence on people’s opinions.
Unlike the original scenario, I introduced students to other media through which propaganda spread during World War II. In the next stage, I explained what Europeana is and directed them to independently search the platform for additional propaganda materials on the given topic. The goal was to realize that propaganda spreads not only through posters but also through films, postcards, pictures, newspapers, and so on. Once again, students presented the additional propaganda materials they found in groups.
This was followed by a brief conclusion on all the ways propaganda messages can spread and a discussion on how the methods of its dissemination have changed since World War II. We talked about the influence of media in the second part of the 20th century till today and whether propaganda still exists in political posters.
Second lesson
Unlike the original scenario, where students began by sketching posters on A4 paper, my students transitioned directly to creating a propaganda poster using the digital tool Canva.
Considering that this implementation took place in a History class where we covered the lesson “Science, Technology, and Media in the Second Half of the 20th Century”. Given that parliamentary elections were approaching in Croatia, the students were tasked with creating a poster on the theme of the upcoming elections with messages they deemed important. The teacher highlighted several current topics in Croatian politics, such as the insufficient representation of women, the potential introduction of mandatory military service, and discussions about immigrants.
In conversations with the students, it became evident that they were enthusiastic about this topic, and each preferred to create their own poster rather than work collaboratively. Recognizing their interest, I allowed them to pursue individual projects. For students requiring adapted programs, the teacher offered support and guidance, particularly when they faced uncertainties about their design decisions.
Third lesson
In the end, all students presented their works to other students and explained how they implemented what they learned about propaganda in their work. We had a discussion after every presentation, students commented on visual of propaganda posters and gave their feedback to each other.
Outcomes for students
- Enhanced understanding of propaganda through analyzing posters from different perspectives.
- Developed critical thinking skills by deciphering propaganda messages and their societal impact.
- Improved research abilities by exploring diverse propaganda materials on Europeana.
- Increased media literacy by comparing historical and contemporary methods of propaganda dissemination.
- Encouraged creative expression through designing propaganda posters using Canva.
- Applied knowledge of propaganda to real-world situations by connecting the lesson to current Croatian politics.
- Provided individualized support to ensure all students could participate and succeed.
- Practiced presentation skills by explaining design choices to peers.
Outcomes for me as a teacher
- Utilized Europeana effectively to enrich lesson content with diverse propaganda materials.
- Demonstrated proficiency in integrating digital resources to enhance student learning experiences.
- Expanded students’ research skills by guiding independent exploration on Europeana.
- Fostered critical thinking by encouraging analysis of various propaganda forms beyond posters.
- Leveraged technology to engage students in interactive and multimedia learning activities.
- Connected historical context to contemporary issues through curated content on Europeana.
- Provided guidance on navigating online resources responsibly and ethically.
- Modeled effective use of digital tools for educational purposes.
I would recommend implementing scenarios from Europeana into the teaching process as it fosters creativity in education. Students learn how to use digital materials properly and respect copyright laws. The platform is easy to use and provides a wealth of resources.
Link to the learning scenario implemented: Keep Calm and Create a WWII Propaganda Poster! (LS-EU-740) – Teaching With Europeana (eun.org)
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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the National Library of Finland.
