Comparative Cartoons - American and Japanese Propaganda of WWIICreated by: Tine Donahue (Dover-Eyota High School), Jacqueline Mathers (Houston High

School), and Ashley Hiser, Darin Shepardson, Amanda Steele (Onalaska High School)

1. NCSS Thematic Strand Identified:

II. TIME, CONTINUITY, AND CHANGE- Social studies programs should include experiences that provide for the study of the past and its legacy. Knowing how to read, reconstruct and interpret the past allows us to answer questions. Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiryIX. GLOBAL CONNECTIONS- Social studies programs should include experiences that provide for the study of global connections and interdependence. Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between national interests and global priorities, contribute to the development of possible solutions to persistent and emerging global issues.

Minnesota Standards:9.1.1.1Democratic government depends on informed and engaged citizens who exhibit civic skills and values, practice civic discourse, vote and participate in elections, apply inquiry and analysis skills and take action to solve problems and shape public policy.9.1.1.1.3.Evaluate sources of information and various forms of political persuasion for validity, accuracy, ideology, emotional appeals, bias and prejudice.9.4.1.2.1. Understand that historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past. Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings.9.4.1.2.2. Understand that historical inquiry requires multiple perspectives and alternative interpretations. 9.4.4.21.4. Understand the economic growth, cultural innovation and political apathy of the 1920s ended in the Great Depression which spurred new forms of government intervention and renewed labor activism, followed by World War II and an economic resurgence.(Great Depression and World War II: 1920—1945)

Wisconsin Standards:B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speechesB.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion

2. Grade level(s) identified: High School (grades 9-12)

3. Purpose, Background, and Context:

Purpose: The purpose of this lesson is to engage students with political cartoons comparing American and Japanese propaganda.

Background: No other historical event dominated the 20th century like WWII. Because this war was fought with nearly full support from the citizens of the belligerent countries it is understandable how the propaganda machine would run wild. Each of these countries participated in a propaganda program that utilized political cartoons to shape the narrative for its citizens. Comparing the American and Japanese versions of these cartoons allows students insights into how propaganda is a tool used by every country.

Context: This lesson could be taught in a unit on WWII, a comparative politics unit, or a unit on propaganda and the use of media to support national movements.

4. Goals/Objectives/Student Outcomes/Performance Expectations:Carefully formulated so the reader knows what the students will learn as a result of participation in the lesson. These objectives may be short-term and long-term oriented in its intended outcome.

Students will: -use political cartoons from Japan and the United States to compare the relationship between the two countries and how it evolved between 1939 and 1945. -analyze the content of a series of political cartoons to evaluate the relationship between countries in a state of war. -investigate, interpret, and analyze the type of symbolism, style, words, and message used in the cartoons to express opposing viewpoints of an issue-Create two political cartoons showing the viewpoints of two opposing countries involved in WWII.

5. Materials:● Political Cartoons linked to and attached below. ● Political Cartoon analysis form http://www.eiu.edu/eiutps/Cartoon%20Analysis.pdf OR Library

of Congress Political Cartoon Analysis Form: http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Political_Cartoons.pdf

● White paper for drawing a political cartoon● Pencil or black marker, colored pencils

6. Procedures:

● In small groups, students will analyze 4 political cartoons (2 from the American perspective, 2 from the Japanese perspective). They will use: http://www.eiu.edu/eiutps/Cartoon%20Analysis.pdf for each political cartoon. (ie: each student receives 1 political cartoon in a group of 4, allowing for differentiation)

● After students have analyzed cartoons, project one cartoon at a time on overhead/SMARTboard. Discuss each as a class:

○ What do you see? (People, symbols, texts, etc.) ○ What is happening? ○ What is the cartoonist’s message? What is the purpose of the cartoon?

● After going through each cartoon, pose the question: What do these cartoons tell/show us about perspective? What are the different perspectives we notice from these cartoons?

● In each of the groups of 4, the students will pair up, and each pair will create their own political cartoon depicting the point of view of one of two opposing countries (Allied/Axis) involved in World War II. This cannot be the US Japan relationship, but any other combination is acceptable.

7. Assessment of Outcomes:Students will be creating their own political cartoons relating to the relationship between Allied and Axis countries. Link below gives step-by-step instructions to assigning and grading this project:http://www.orange.k12.nj.us/cms/lib7/NJ01000601/Centricity/Domain/1313/political_cartoon_-_instructions_and_rubric.doc

Requirements1. Topic: WW2 with the exception that you may not use the American-Japanese relationship2. One 8½ X 11 White non-lined sheet of paper (you must use the full sheet)3. Hand drawn or printed pictures4. Colored (by color pencils only – no markers, pens, crayons, water colors, etc)5. The BACK of the cartoon should have:

1. Title of Cartoon and brief explanation 2. Name3. Date4. Class period

Things to keep in mind when creating a political cartoon:

● What is your specific opinion about something we learned in class?● Why should we care? ● What should we do about it?● Why is this important?● Who is to blame?● What does this say about what you believe?

8. Extensions and Adaptations:

Students can also do research using modern political cartoons. What topics are important and are illustrated today in the United States? What countries are currently “at war” with the United States? How are political cartoons used to illustrate these conflicts and struggles? How is perspectives a part of war? 9. Resources:Political cartoon handouts for each group Paper, markers that will be used in creating a political cartoon (students could also be given the opportunity to do this electronically) **Please note that the cartoon descriptions are for instructor use and not to be given to the students during the activity.

JAPANESE CARTOONS DEPICTING ALLIED FORCES

Japanese glorification of the attack on Pearl Harbor

Japanese sun blowing away the allied forces!

Japanese cartoon depicting Roosevelt as a demonic creature!

Japanese cartoon depicting Roosevelt as a monster.

President Roosevelt is shown with the hands and feet of a monster with a single horn protruding from his head. He sits atop the "Grieving Statue of Liberty," the title of the picture. She grieves because in the President's one hand, he waves the banner of democracy while in the other he tenaciously grips the stick of dictatorship. Hanging from the crown of the statue is a striking worker, and a lackadaisical Navy sailor having a good time with the ladies. The sullen face of the statue reflects the despicable state that the United States is in. It shows that America is not as strong as she presents herself to be and that its own folly will result in its ultimate demise. They were not such a formidable enemy that Japan could not defeat. The United States was weak and vulnerable.

This Japanese cartoon shows a charging Japanese soldier trampling over the British and American flags with a bayonet. The poster, issued by the Army Ministry, reads “Fire and Never Quit!”

This Japanese cartoon shows their Uncle Sam, and encourages people to join the Japan’s Young Men’s Military Brigade.

Anti British and American propaganda developed by Japanese forces in Shanghai. These were placed on matchboxes and distributed in occupied areas.

USA DEPICTIONS OF THE JAPANESE

http://ww2cartoons.org/wp-content/uploads/2012/05/Pearl-Harbor1.jpg

http://hillsandheights.org/wp-content/uploads/2009/02/20610cs.jpg

http://3.bp.blogspot.com/-Yfud_pEocfg/UcpPnSYTWfI/AAAAAAAALyg/43CVvi80eH0/s1600/seuss6.jpg

http://ww2cartoons.org/wp-content/uploads/2012/05/E.84a-Atomic-bomb-in-Japan.jpg

This American cartoon shows dark images yet sends a fiery messages to “Avenge December 7”

This American Cartoon shows the Japanese as a peculiar object of curiosity!

This American cartoon depicts the Japanese as an uncivilized creature that needs to be destroyed at any cost!

http://www.tofugu.com/2013/02/20/dr-seuss/