Background

The American Historical Association, among other scholarly sources, points out that propaganda is a difficult concept to define. It’s generally agreed that propaganda uses words, images, music, and other modes of expression to achieve a desired effect with a particular audience. To “propagate” an idea or belief system is to spread it in such a way that it takes root and grows, much in the sense that one plants seeds and then carefully cultivates and nurtures the result.

In a time of war, governments rely on propagandistic appeals to convince the target audience to adopt a belief or take an action beneficial to the war effort. Enlistment posters and enticements to purchase war bonds or make other patriotic contributions are common examples. Propaganda often implicitly acknowledges that there is some resistance to the thing being asked that will have to be overcome. Concealing or subtly masking the difficulty or risk is also a possible characteristic of propaganda. Some propaganda is more honest and direct than that, seeking instead to intensify and focus an existing sentiment or common orientation.

Perhaps one of the best known wartime propaganda campaigns was “Rosie the Riveter,” typically depicted as (White) woman exuding a “can-do” attitude as she performs manual labor to support the war effort, perhaps in an airplane or munitions factory. Women of diverse racial, regional, and economic backgrounds were called on during the war to fill factory jobs traditionally held by men, many of whom were now overseas.

The iconic Rosie the Riveter, a figure that would be dropped into a variety of wartime service narratives. This image suggests physical strength and determination. The pin on Rosie’s collar is her employment badge, which indicates that she works in a factory (typically a defense factory). Since “war production” is mentioned, we can say that what’s at stake in this pitch is the building of planes and tanks in sufficient numbers to outpace America’s enemies and thus contribute to victory. Since manual factory labor is traditionally identified with blue-collar men, the norm that needs to be readjusted to meet this wartime need is one based on existing assumptions about gender.

For a fuller definition of propaganda, see the AHA’s explanation here.

Discussion Prompt

Now that we have a basic definition in place, let’s consider how propaganda can be focused on a particular audience within a common social experience.

A World War II-era propagandist would be aware that most Americans are affected by the war effort in some way, however great or small, directly or indirectly. As explained above, women were called on to adopt new responsibilities and to think of their social roles in ways that contradicted existing gender norms. A campaign of targeted appeals was necessary, and many posters, memorable slogans, and catchy songs were created.

Step 1. For your initial discussion posting, start by selecting an image from the Wikipedia archive here. Depending on when you enter into the discussion thread, be sure to review existing posts and make an effort to choose an image that has not already been posted. We’ll have a more nuanced, productive discussion if we have a greater variety of examples to analyze.

Step 2: Next, then follow these steps:

1. Paste your image into the discussion thread.
2. Review the definition of propaganda above.
3. Analyze the details in your image, paying particular attention to how words and images work together.
4. In 8 (minimum) to 15 (maximum) sentences, explain what you think makes this an example of propaganda. Consider what logic or appeal the “pitch” is based on. Is the focus on logic or emotions? Both? What does the poster suggest is at stake or of importance? Is it asking its audience to do something or believe something? What assumptions about gender inform the pitch? Finally, is there a reason that the “ask” might be a difficult one? Is there some presumed resistance to be overcome or necessary adjustment that might be required?

Step 3: Respond to two colleagues in the thread by analyzing the images they have chosen. Read their take and consider what else might be said about these examples of propaganda. Keep in mind the wartime context and the targeted, gendered focus.

Your response posts should each be 10-15 sentences long and should try to extend, complicate, or redirect the original poster’s points in a substantive, knowledge-demonstrating way. As always, if there are ideas from the assigned reading that seem relevant, be sure to bring those into the discussion.

Grading Rubric