Posters, Patriotism, and Government Propaganda

Wold War I: Propaganda Poster Analysis

These are authentic propaganda posters from World War 1 have been gathered to offer students a visual and powerful way to go beyond the textbook in exploring the war. You need to be aware that because of the era in which they were created, some of the posters contain racist stereotypes and graphic scenes of violence that are offensive and not acceptable today.

As you analyze each of these posters, keep in mind the characteristics and goals of propaganda:

a) Propaganda is not to be confused with fact. b) Propaganda is meant to provoke a reaction within the viewer. c) Propaganda is designed to emphasize emotion over rational thinking. d) Propaganda is created to manipulate the audience into acting in a way that is beneficial to

whoever is dispersing it. Instructions:

1. Within your group, examine the poster and answer the questions that follow.

WWI POSTER 1: THEY SERVE FRANCE

BACKGROUND When World War 1 erupted in 1914, the status of women in Canada was very different from what it is today. In 1914, women were not allowed to vote nor were they allowed to serve in a combat role in the Armed Forces. In fact, women were not even considered “persons” until well after the end of the war. In spite of this treatment, women were asked to contribute to the war effort – and they did, both at home and at the front in a number of invaluable ways. At home, women took over the jobs left vacant by the men who went off to war. Women worked in non-traditional roles in Canadian factories and in agriculture in greater numbers than before. At the front, women nursed injured soldiers and some (e.g. Grace MacPherson) even drove supply trucks to the front. In addition, women were asked to donate money to the war effort as this poster seems to be suggesting. Note: The poster shows the women of France working on the land.

EXAMINING THE POSTER

1. What do you think has happened to the men of France?

2. Speculate on what could have happened to the horses or oxen that would have normally pulled the plough.

3. Why did the artist choose to depict women from France in a poster aimed at Canadian women?

4. In a short paragraph, put yourself in the place of the person from the government who has to approve this proposed poster for distribution. Explain why you think this poster is or is not an effective propaganda tool. You should include the criteria on which you based your opinion.

WWI POSTER 2: “BE YOURS TO HOLD IT HIGH!” BACKGROUND One of the familiar refrains that was repeated in wartime by both sides was “God is on our side” or “With God on our side, we can do no wrong.” Many propaganda posters in wartime exploited this belief and turned the nation’s participation in the war into a holy crusade. The intent of this type of propaganda poster was to evoke in the viewer a feeling that one was not only fighting for King and country, but also doing God’s Will. Given this purpose, how could one deny one’s duty to God and country? The Union Jack is featured prominently in this poster. To contemporary Canadians it may seem odd that this would be the flag held by the soldier, rather than a flag that was more “Canadian”. To help you understand this feature of the poster a population chart has been attached to an activity which will shed some light on how Canadians could consider themselves British and see no contradiction in loyalty to one’s country.

EXAMINING THE POSTER 1) Construct a chart with a column that lists all of the symbols in the poster and another column that explains

the meaning of the symbols.

2) Explain what you think the artist means in the statement “Be yours to hold it high.”

3) After spending some time studying the religious symbolism in the poster, choose from one of the following viewpoints and provide three reasons to support your choice:

a. Our cause is just and has God’s blessing. Your editorial will be called “With God on Our Side How Can We Lose?” or

b. Religious symbolism should not be used by the government as you believe that the separation of Church and state is essential to a democracy. Title your editorial, “Leave God out of Humanity’s Wars.”

4) The concept of ‘duty’ is one that is constantly reinforced in wartime. Explain the duty of each figure in the poster.

WWI POSTER 3: “LES PURS CANAYENS”

BACKGROUND National unity was one of the issues that Canada had to face during World War I. Would English and French Canadians respond to the call for duty in the Armed Forces with equal commitment? Propaganda posters with the intent of persuading young men to volunteer for overseas service were aimed at both communities. This poster was created to entice young French Canadian men to sign up for the army by appealing to their “manhood” and sense of adventure. Observe the setting, the interaction between the figures in the foreground and in the background. In 1915, Quebec was primarily an agrarian society. Farm work was constant and labour intensive. Keep this in mind while viewing this poster.

TRANSLATION: As always we are / For the King / For our Country / For Humanity “You understand my son it is our duty to go.” / “I will go…..”

EXAMINING THE POSTER 1) This poster was created to encourage young French Canadian men to enlist. List the pictorial items in the

poster that were designed to achieve this. How truthful is this message in light of what you know about the nature of war?

2) Discuss the sentiment the creator of the poster is appealing to when he describes eastern French Canadians

as the “pure Canadians.”

3) What constraints would have made it difficult for a young French Canadian male to leave the farm? Why?

4) Given the context of the times, was it realistic to expect a father to enthusiastically encourage his son to go to war? Explain.

WWI POSTER 4: FOR I ALSO GIVE

BACKGROUND

Between 3,500 and 4,000 Native Canadians, or approximately 35 % of eligible Native Canadian males, served during the First World War. These men enlisted voluntarily, since Native Canadians were exempt from conscription. The majority of these soldiers came from Ontario and served in all branches of the Armed Forces. Their contributions to King and country were very impressive. Not only were Native Canadians helping Canada on the battlefield, propagandists were using their images and words to motivate non-Native Canadians to increase their participation in the war effort. The poster illustrates this point and its perpetuation of racist stereotypes must be seen in the context of the era, and is not acceptable today.

EXAMINING THE POSTER 1) Identify and list all the stereotypes used in the poster. Beside each item, explain why it is likely to be found

offensive.

2) In your opinion, is the intended audience to this poster Native or non-Native Canadians? Do you think it

would have been effective with its target audience? Explain your answer.

3) “Paleface, my skin is dark, but my heart is white.” In what ways would this slogan, given approval by the Canadian government in 1916, be considered offensive?

WWI POSTER 5: EME VOLTIGEURS

BACKGROUND One of the purposes of wartime propaganda is to demonize the enemy in the eyes of your countrymen and countrywomen. Propaganda of this sort is designed to produce a very strong negative reaction against the enemy. One of the ways of accomplishing this is to depict your enemy committing atrocities. This is intended to evoke strong feelings of outrage in your audience, which then can be manipulated to mobilize young men to volunteer for the army. Furthermore, moral outrage calls for heroic action to defend a higher purpose. This encourages acts of altruism and selflessness. This point is gruesomely illustrated in the poster. (Note: Chateauguay was the site of a famous battle in which French Canadian soldiers, under French commanders and outnumbered 8 to 1, successfully repelled an invasion by American forces in October of 1813, part of the War of 1812 between Britain and the U.S.). TRANSLATION: In front! For the King, For our country, For France, Your blood, For humanity and liberty, To arms! Sons of Montcalm and Chateauguay

EXAMINING THE POSTER 1) Describe the setting of the poster. To whom is the poster appealing?

a) At what time of day is this battle taking place? What makes you think this? b) Based on the equipment and the terrain illustrated in the poster, at what point in the war would this scene have taken place? Explain your answer. c) Are the troops attacking the enemy or defending their turf? Explain.

2) This poster portrays graphically the violent execution of a woman and a child. Is the scene meant to be

interpreted symbolically or literally? Is there religious symbolism in the manner in which the woman has been executed? Explain.

3) Who is Montcalm and to what does Chateauguay refer to? How is the use of each of these two names

intended to motivate the intended audience?

4) List the symbols/characters used in the poster to elicit an emotional response from the audience. For each

term, explain whether or not you think it is effective.

WWI POSTER 6: THRUST

BACKGROUND Wartime propaganda was often designed to produce within the viewer strong feelings of guilt. Typically, one’s countryman would be depicted in a setting where he is battling against impossible odds. Obviously outnumbered, the soldier is in need of reinforcement. Our country, represented by this soldier, appears to be facing certain defeat. The aim is that the young men at home, seeing such a poster, would be stirred to enlist so they can support their comrade who appears to be fighting alone. The colour in the poster, most notably the blood red sunset, creates a note of despair. Without reinforcement, will this man, our country, see the sun rise again?

EXAMINING THE POSTER

1) a) To whom is this poster directed? In your opinion, is the poster effective in reaching this audience? b) The slogan states, “Thrust All Obstacles Aside!” What do you think are some of these obstacles? c) Suggest reasons why the artist has painted the two figures in silhouette. d) Describe the mood created by the artist’s choice of colour, i.e. black and red.

2) List at least three details in the poster that tells you that it depicts the early stages of the war.

3) Describe how the artist suggests that the Canadian soldier is facing a manpower disadvantage. Explain his/her reasons for doing so.