Explain the involvement of European countries in WWI; describe the effect of war propaganda; identify significant events leading up to the U.S. involvement in WWI; compare the ways nations respond to conflicts.

By 1914, hostilities among the countries of Europe had risen due to an arms race, strong feelings of nationalism, imperialism, and secret alliances. Then on June 28, Franz Ferdinand, the archduke of Austria-Hungary, was assassinated by a Serbian nationalist. One month later, Austria declared war on Serbia. Germany backed Austria-Hungary; Russia backed Serbia. Within a few days, Russia, Germany, France, and Great Britain had joined the war. Propaganda was used in each country to recruit soldiers, generate hostility toward the enemy, and keep the morale of citizens high and supportive of the war. Posters, pamphlets, and films depicted the enemy in a negative light. Teachers lectured on the reasons for war. Wartime themes, such as patriotism, appeared in French, German, and British stage productions and musicals. In 1917, German pamphlets and posters helped create public support for policy shifts that ultimately brought the U.S. into the war for the “final battle.”

• CA  10.6:1-4
• TX  133.32(3): a, b; 133.33(9): a, b
• FL  SS.A.3.4: 9; SS.A.5.4: 3
• NCSS  II(HS): a-d, f; VI(HS): c, d

2 class periods

• Activity Sheet, The Power of Propaganda in World War I
• Timeline, World War I 
• Graphic Organizer, Main Idea Chart
• Writing Rubric

Students have the opportunity to write an Analytical Essay (see Extension below).

How did the countries of Europe use propaganda to support the war effort during WWI?

Point of View Students will create a propaganda poster illustrating the motivations and objectives of one country’s involvement in WWI. Students will research the conditions and events surrounding the war effort throughout Europe and America.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer as they read the articles.

This British recruiting poster encourages women to send their husbands and sons to war.

To start students thinking about the effect of propaganda on the war effort, have them examine the poster.

Key questions students should answer are:

• Why do you think this poster is aimed at women?
• How do you think this type of propaganda affected the war effort?

Distribute the Student Activity Sheet. Assign each student one of the major countries involved in World War I: Germany, France, Britain, or the United States. Have students research the types of propaganda used, keeping the following topics in mind.

• Power of Propaganda
• Enthusiasm in 1914
• Recruitment and Training
• Conditions in Germany/Recruitment Effort
• Conditions in France/Recruitment Effort
• Conditions in Britain/Recruitment Effort
• United States Involvement/Recruitment Effort
• Public Perceptions of War
• Depiction of “the enemy”
• Relationships Among Countries

Tell students to formulate a theme for their poster, including a slogan, an image, and historical details. Students should make effective use of color and design elements to enhance the visual appeal of their posters. Remind students that the objective(s) of their poster must be clear and readily identifiable. You may wish to have students present their posters to the class.

Use the Writing Rubric to assess students’ performance.

Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.

Ask students: Which type of propaganda was most effective in generating support for the war effort during WWI? Why?

Expository Writing Have students use Daily Life through History to research WWI and write an analytical essay describing the effects of war on the daily life of individuals.

Critical Thinking: ANALYZE