'Different Propaganda Means in World War II Essay\r'

'1. Introduction\r\na) normal Background\r\nWe know that propaganda apply in fight had effects on the solution of the struggle from GCSE mod creation account number edition that propaganda operator used in struggle had contributed to the strugglef ar childbeds which forthwith affected the outcome of the contend. M any(prenominal) propaganda intend such as cinemas and shouts flourished during this era and make up until today.\r\nb) Rationale of look into\r\nOur paper aims to appearing how the propaganda means protagonisted to contribute to the war effort by â€Å"blinding” the civilians from facts, so that they would go by to underpin the brass in their war efforts and not lose poise in the war. The sources that we befool selected were produced and used at the arrest of war and gum olibanum be suitable as a primordial source.\r\nc) Research Questions\r\n* How does propaganda affect the outcome of war?\r\n* How utile is for each one distinguishab le mean of propaganda?\r\nd) cathode-ray oscilloscope of Research\r\nWe pass on provided be looking at the 4 different means of propaganda stated:\r\no Chaplin’s (1940) movie- â€Å"The large(p) dictator”\r\no almanac vocalist’s (1942) song- â€Å" tear and Round Hitler’s weighty”\r\no Cl ampereett’s (1942) cartoon- â€Å" some(prenominal) Bonds Today”\r\no metalworker’s (1942) propaganda poster about war bonds\r\nWe will also bring in historical knowledge that we obtained from the books and websites indicated in the bibliographic section.\r\ne) Limitations of Research\r\nOur paper will that discuss how propaganda is telling in the primary sources that we will be using. We will only mention how effective each of these sources ar, deli truly in historical background to support our view.\r\nOur paper will only be discussing on these specific sources mentioned and not propaganda as a whole broad topic.\r\n2. literatur e Review\r\nChaplin’s and Clampett’s movies cocksure Almanac Singers’ song criticised the Axis Powers. They were anti-Nazi Propaganda and were in effect(p) in spreading propaganda. Clampett’s cartoons and metalworker’s poster appealed to the Americans to support the war through and through buying war bonds.\r\nChaplin’s movie shows that Hitler is uncivilized, as seen in a cake fight whilst discussing war issues with Italy-an entirelyy. Clampett’s cartoon shows that the Axis Powers were uncooperative when they stepped on the ‘Dove of Peace’. Almanac Singer’s song lyrics (Appendix 2) was insulting, â€Å"Wished I had quondam(a) Hitler /with a rope around his fuck” and continues about dancing round Hitler’s grave. The first movie was produced to ridicule Hitler with very little purpose except for a speech (Appendix 3) because America was still a neutral country during 1940, but in Europe war had com menced.\r\nAll resources make use of either audio or visual. It was the era whereby poems were no longer effectual and popular means of expression. Hence, propaganda was conveyed in posters, songs aerate on radio and movies in theatres worldwide. strait and visual aids provided a coherent picture of happenings and task definition change the government to easily persuade the lot to do their biddings. The movies were directed by notable sight (such as warner Brothers, Charles Chaplin), whom civilians thought were trust-worthy and therefore easily swayed.\r\nMoreover, most propaganda accentuates the importance of war bonds in the War. Bugs Bunny in â€Å"Any Bonds Today” (Appendix 6) was saying that without the bonds, we ‘can’t make tomorrow’s contrive’, which is to win the war. Even in this song there is a propaganda poster (Appendix 5) on war, patriotism and to procure war bonds (Appendix 4). metalworker’s poster was specifically o n war bonds but just in a different form. The poster illustrates the repercussions without war bonds and shows a Nazi shadow see over children. Therefore, buying bonds will shield them from the Axis.\r\nPatriotism resulted in exceedingly in(predicate) recruitment and maintenance of peace in the country. Patriotism prevented war at blank space while combating enemies. It was evoked through a poster signifying victory (Appendix 5), shown as the background knowledge of Clampett’s movie and also through criticising and making Axis Powers look middle-level. Hence, ally gain confidence.\r\nNot all movies were on the whole censored by the government and thus contained much truths. However, animated cartoons were still successful. The auditory sense were predominantly children and upon listening to the catchy tunes and shiny pictures, persuade their parents into buying bonds for their well-being. The success of war propaganda for bonds reaped 185 billion dollars †enabl ing the vast magnification of arms. Chaplin’s speech gave Germany hope that ‘when dictators die, improperness will return to the people’; this servicinged take over tension in Europe. The song (Appendix 2) was performed by a band formed by the government for propaganda purposes. Their songs were highly popular at that era and helped stir patriotism in the Americans. All the propaganda, even if not postulation to acquire war bonds, was useful in convincing the people that the Axis were inferior to the Allies.\r\n3. Research Methodology\r\nWe generate evaluated the germane(predicate) resources that we can access and selected four sources that we will be using in our paper. These sources are primary sources as they were produced and released during World War II.\r\nAfter the selection of the resources, we analysed each of the sources severally to detect the characteristics of each source. We also accessed the trespass they had at that time derived from histo rical knowledge.\r\nWe then look at critics’ standpoint of these sources and effect out that reviews and critics on these sources were scarce and pert to our paper and we decided to prohibit these critics, as most did not have any relevance to our paper.\r\nSubsequently, we look at all the sources and list down their similarities and differences from the examination of each source.\r\n4. Results & Analysis\r\nAll the sources that we have used proved to be precious in showing us the find these propaganda tools may even have on us. These sources were used by the Allies to bring over the civilians that the Axis Powers are the â€Å"unscrupulous guys” and they are to remove these threats.\r\nChaplin’s â€Å"The Great dictator” and Almanac Singers’ â€Å"Round and Round Hitler’s Grave” were aimed at Hitler and the purpose of the movie was to destroy Hitler’s reputation. These sources ridicule Hitler and persuaded the people to despise and condemn him.\r\nClampett’s cartoons and smith’s poster applied more to the persuasion of the civilians to buy war bonds to help to lighten the burden the economy have to take. These sources use patriotism to persuade the civilians to help to buy war bonds.\r\n5. Conclusion\r\na. Has our seek proved our hypothesis correct / wrong(p)?\r\nOur search has proven our hypothesis correct. Our query had shown that propaganda helped to collect the incumbent resources needed for war, which is property and manpower. In World War II, propaganda means had evolved into sophisticated structure where many factors are included. Propaganda became an essential tool that would be necessary in war, as it would help the government to haul support from the civilians in ordain to get enough resources for war.\r\nb. Questions for further research\r\n1) why did poems lose popularity as a form of propaganda means in World War 2?\r\n2) How did movies gain popularity as prop aganda means in the war?\r\n3) Why were Audio Aids more effective than Audio-Visual Aids in the war as a propaganda tool?\r\n6. Bibliography\r\na) Books:\r\nLowe, Norman (1997) master Modern World History troika edition. New York: Palgrave Publishers Ltd\r\nTate, Nicholas (1999) A History of the Modern World 1917-1952 fifth edition. Singapore: federal official Publications Pte Ltd\r\nWalsh, Ben (2002) GCSE Modern World History second edition. London: John Murray Publisher’s Ltd\r\nb) Websites:\r\nhttp://www.graham.day.dsl.pipex.com/ww2001.htm\r\nhttp://www.apcpapercollect.com/propaganda.htm\r\nhttp://www.hitler.org/speeches/\r\nhttp://www.hitler.org/writings/programme/\r\nhttp://www.earthstation1.com/Tokyo_Rose.html\r\nhttp://www.playwinningpoker.com/articles/mz/war1.html\r\nhttp://www.warfoto.com/entertain.htm\r\nhttp://lcweb.loc.gov/exhibits/bobhope/uso.html\r\nhttp://www.nauticom.net/www/harts/homefront.html\r\nhttp://www.a2zcds.com/cds/ news report/world_war_2.htm\r\nhtt p://www.ingeb.org/WWII.html\r\nhttp://www.calvin.edu/academic/cas/gpa/ww2era.htm\r\nhttp://www.archives.ca/05/0534/053402_e.html\r\nhttp://www.pbs.org/wgbh/amex/presidents/32_f_roosevelt/psources/#a\r\nhttp://www.42explore.com/worldwar2.htm\r\nhttp://www.ac.wwu.edu/~hansenb2/materialsWW2.pdf\r\nhttp://www. recordguy.com/day_of_infamy.html\r\nhttp://journals2.iranscience.net:800/www.internet-magazine.com/tesla.liketelevision.com/default.htm\r\nhttp://members.home.nl/ww2propaganda/index.html\r\nhttp://www.virtualology.com/virtualwarmuseum.com/hallofworldwarii/\r\nhttp://www.oldeagle.nu/post/\r\nhttp://www.hitler.org/speeches/\r\nhttp://www.hitler.org/writings/programme/\r\nhttp://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_persuasion_home.html\r\nhttp://home.nc.rr.com/tuco/ weirdy/lists/war.html\r\nhttp://www.teacheroz.com/WWIIpropaganda.htm\r\nhttp://members.aol.com/FenixFlyte/chaplin.html\r\nhttp://propaganda.ww2.klup.info/\r\nhttp://www.graham.day.dsl.pipex.com/ww2 001.htm\r\nhttp://www.apcpapercollect.com/propaganda.htm\r\nhttp://www.hitler.org/speeches/\r\nhttp://www.hitler.org/writings/programme/\r\nhttp://www.earthstation1.com/Tokyo_Rose.html\r\nhttp://www.playwinningpoker.com/articles/mz/war1.html\r\nhttp://www.warfoto.com/entertain.htm\r\nhttp://lcweb.loc.gov/exhibits/bobhope/uso.html\r\nhttp://www.nauticom.net/www/harts/homefront.html\r\nhttp://www.a2zcds.com/cds/ history/world_war_2.htm\r\nhttp://www.ingeb.org/WWII.html\r\nhttp://www.calvin.edu/academic/cas/gpa/ww2era.htm\r\nhttp://www.archives.ca/05/0534/053402_e.html\r\nhttp://www.pbs.org/wgbh/amex/presidents/32_f_roosevelt/psources/#a\r\nhttp://www.42explore.com/worldwar2.htm\r\nhttp://www.ac.wwu.edu/~hansenb2/materialsWW2.pdf\r\nhttp://www.historyguy.com/day_of_infamy.html\r\nhttp://journals2.iranscience.net:800/www.internet-magazine.com/tesla.liketelevision.com/default.htm\r\nhttp://members.home.nl/ww2propaganda/index.html\r\nhttp://www.virtualology.com/virtualwarmuseum.com/hallof worldwarii/\r\nhttp://tesla.liketelevision.com/liketelevision/tuner.php?channel=608&format=tv&theme=guide\r\nhttp://tesla.liketelevision.com/liketelevision/ high muckamuck/alacart.php?channel=687&p=5&theme=guide\r\nhttp://www.lib.berkeley.edu/MRC/FilmonVideoVid.html\r\nhttp://www.bcdb.com/bcdb/detailed.cgi?filmtml3&p=s\r\nhttp://looney.toonzone.net/miscelooneyous/tvtitles/tvtitles1.html\r\nhttp://www.kidscastle.si.edu/channels/history/articles/historyarticle22.html\r\nhttp://www.smithsonianmag.si.edu/smithsonian/issues02/feb02/war_bonds.html\r\nhttp://www.archives.gov/exhibit_hall/powers_of_persuasion/word_document/bugs_bunny_video_description.txt\r\nhttp://wso.williams.edu/~dgerstei/chaplin/nazi.html\r\nhttp://www.splicedonline.com/95andbefore/chaplin1_dvd.html\r\nhttp://www.aicgs.org/resources/daad/1995010.shtml\r\nc) Acknowledgements:\r\nMany thanks to our mentor recede Foo Yang Yann for helping us out in many areas of our paper.\r\nd) References:\r\nClown Mi nistry (2003). Text of Charlie Chaplin’s speech from The Great Dictator, aka â€Å"Look up, Hannah”. http://www.clown-ministry.com/Articles/poesy/chaplin-great-dictator.html, detain accessed 7 Aug 2003.\r\nFlorit, Luis A. (2003). The Speech of The Great Dictator. http://w3.impa.br/~luis/chaplin.html, last accessed 7 Aug 2003.\r\nGeer, Goopy (2003). Goopy Geer’s high-minded Cartoons Page †War Cartoons. http://members.fortunecity.com/goopygeer2/, last accessed 7 Aug 2003.\r\nHelfert, Manfred (2003). Round And Round Hitler’s Grave (Woody Guthrie/Millard Lampell/Pete Seeger). http://www.geocities.com/Nashville/3448/round.html, last accessed 7 Aug 2003.\r\n study Archives and Records Administration (2003). NARA | Exhibit hallway | Exhibit Hall Main Page. http://www.archives.gov/exhibit_hall/, last accessed 7 Aug 2003.\r\nRotten Tomatoes (2003). The Great Dictator (1940): Charlie Chaplin, Paulette Goddard, Jack Oakie, Charlie Chaplin. http://www.rottent omatoes.com/m/TheGreatDictator-1008790/, last accessed 7 Aug 2003.\r\n'