Summative: Creating a propaganda poster

Instructions:
Step 1: Choose an event from this ​slide
Step 2: Research this event: Make sure you look for the cause, process, and impact of the
event
Step 3: Think critically and discuss how would Feminist and the Conservative people react to
the event (think about an emotion)
Step 4: Think about why the government would want to mislead the others about this event
Step 5: Create a propaganda poster using at least 1 fact from the event and 1 propaganda
technique
Step 6: Explain the impact of your propaganda poster.
Step 7: ​CITE ALL YOUR SOURCES
Criteria B1
Which event are you researching?
Women in WW1 / Feminist Movement

Why do you think there is good potential for countries to make propaganda based on
this event? Explain what techniques could be used to create propaganda. Identify the
impact it would have on the audience.
I think there is good potential for countries to make propaganda based on this event because
the feminist movement was a very big impact and influence during the WW1 that lead to many
different significant other events in the following years that shaped our course of history until
today. It marked the start of the rise of women in high ranks and positions, how the world
today has come so far from the day men thought of women as only housewives meant to do
chores for the rest of their lives, until today, where so many women is the world’s strength and
leadings. The techniques that could be used would be testimonial or patriotism, as there are
many leading women who can be an inspiration for the audience and women can take pride in
proving themselves for their own nation and country. The audience would gain the
encouragement and motivation to join the movement.

Criteria B.3+Criteria D4:

Information (Write down your event here): Women in WW1

Summary: 1. Before the war, women were seen as unqualified and incapable of
1. What is hard work. They were told to do only housework and easy work,
the cause without a chance to prove themselves or show their skills.
(goal) of However, after the conscription in 1916, women started to fill in the
this job positions that used to be done by men, jobs that all men
event? thought women weren’t capable of such as work in factories. In the
 2. What time of war, women were recruited to keep the factories working
happene and producing. War was the most important factor in this change,
d during as war is a time of instability and changes, the time where people
this get the chance and inspiration to fight and speak up for what they
event? have never tried before. Women in WW1 saw a chance for
3. What was equality, and stood up and volunteered with bravery and
the righteousness and proved those men wrong.
impact of
this 2. During the war, the country that has the most weapons and
event? soldiers was considered as the most powerful and the winning side
at the end of the war. That’s when women were needed in
munition factories to produce as many weapons as possible, along
with agriculture work to produce crops and food.The change was
slow, but gradual. In a moment of time, women made up almost
47% of all workers, 40% of all women workers are married women.
If they weren’t in factories or on the field, they were voluntarily
serving as nurses at the front line. Even when the salary rate for
women during the war was increasing throughout the years,
women were still paid less than men and they worried about what
would happen after the war when men came back from enlisting.
They feared that after the war, women would be taken off the jobs
and be undervalued once again, receiving less than half of men’s
salary. Fortunately, that did not happen, as there were women who
did not accept payment that were lower than men. Protests broke
out starting from London and spreading across other towns, with
women demanding equal pay as men, marking the first equal pay
strike that women had won in the UK.
3. The feminist movement in WW1 was a very big and significant to
history, as it also lead to women finally getting their rights to vote.
Women had devoted such efforts into the war by volunteering to
serve the country and proving themselves to be capable of a
men’s job, proving the society wrong of judging females as weak
or incapable. Upper Class women were founders of organizations
that fought for women's rights, while the middle and lower classes
risked their own lives at the front line saving lives, and in factories
dealing with toxic chemicals in effort of serving their nation.
Women in the Uk got the right to vote in 1918, when the war was
almost ending, and women in America received support from
President Wilson on September 30, 1918, in giving women the
right to vote, before officially having the right in 1920, followed by
many other countries.

Feminist’s view Women during this event saw it as a great opportunity to call out and
on this event: stand up for their rights that have been taken for granted for decades.
Women have been underestimated and undervalued by men, they had
less rights and privileges, they receive less salary for doing the same work
that men do, they were taken away because men did not think that they
were capable or equal. When the war started and factories started to
recruit more women both single and married to fill in the positions, females
saw this chance to prove themselves, going into dangerous munition
 factories just to show the society that women are just as capable and
good as men. Many were very brave to risk their lives in front lines and in
trenches. The uniforms that they had during their duty helped them gain
credits for serving the country and fighting the war alongside men. Others
filled in jobs such as bus conductors, police officers, and agriculture work.
However, despite the final outcome, some women during the event were
not supportive of the movement, and some others were not supportive of
war, a reason why they were reluctant in filling in the job positions at first.
Just like how there are conservative men in their own ages during the
events, there were, of course, conservative women who were still stuck in
their old traditional beliefs over gender equalities and rather stayed as
housewives doing housework or staying safe under more powerful forces.
Furthermore, some would be anti-war women who did not want to get
involved in anything that had to do with the war. The main contributing
changing factor of the feminism movement, must be given to the work and
effort that helped fight the war. Because of all the work done, all the
ideologies and judgments on women proved wrong, the general public
and many politicians saw the demand and the deserve for women’s equal
rights and treatment. In the feminist’s point of view, I think they were at a
good level of satisfaction and happiness. They marked history with such
an impact with the feminist movement, they did not only prove their
gender worthy of respect and value, but they prove all the men and
old-traditional people out there that gender has no effect on capability,
strength, or intelligence. And that nobody, no matter what they are, should
be treated and judged like weaklings just to keep the rest of the people
safe from being won over. They believed in themselves, that after all these
years of being misjudged and mistreated, this event has certainly pulled
them up from the position men have pushed them down to in the past.

Conservative Like said before, there were organizations, unions, police forces that were
men’s view on dedicated to the feminism movement, however, many times their efforts
this event: were beaten down by men who were afraid that if women became as
equal today, they would become better in someday, sooner or later, as
many intelligent and skilled woman in different positions in the movement
was taken down by the government in fear. (Well, I guess men's pride is
everything to them after all, how pathetic. -.-) In the same way, men saw
women who had taken positions in factories and were doing “men’s work”
as unskilled or that they did not belong, like an invader at their workplace.
Although, I can’t say I fully understand why they still think that women
were not as equal as them when women are doing the exact same job as
them right in front of their eyes, I think in the minds of those conservative
people, both men and women, they thought of the changes, but the
reluctance was because, just like all old-minded people, either by
generation or tradition, while women was afraid of the changes that would
be followed by consequences, the men was afraid of not only the
changes, but they know deep down, some after seeing the movement,
that women are just as capable and strong as they are. Their leadership,
strength, and pride was deeply offended by the movement, so much that
fear took over and had them deny the reality of changes and evolution.
They had never had women in high positions in the government, in control
 of forces and unions before, they had no idea how to manage or
compromise with women. Although, some of them are really just filled with
pride and greed that all they think of women are people who do the
chores, raise the children, welcome them home, and take pride in their
position as his wife. According to Jane Addams on Crusade For The
Vote.org, “Anti-suffrages argued that most women did not want the vote. “
They said that with all the house and children work, women wouldn’t have
any time to worry about politics and voting. Some, of course, brought up
an opinion that women weren’t capable of understanding or deciding on
anything regarding politics. Others even said that giving women the right
to vote is useless, since they would just be following their families or
husbands which only “doubles the vote” (Addams). But again, we all fear
the unknown, and those men were afraid of the unknown future that the
new system brings. With women being given their rights to vote, at that
point, those conservative men in high positions of power, even if upset
and angered, need to move on and learn how to deal with the intelligence
and strength of women. Of course, it wouldn’t stop feminism from
spreading further, sooner or later, they knew women would rise even
more, but at least to keep up with the world, they needed to move on with
society and accept the reality. In the same way, they need to realize that
women are just as capable and willing as them.

Criterion B.4: Reflect on the statement of inquiry

Do you think this event could motivate people to lie to others about the conflict?
I think that when the feminist movement just erupted, the conservative side must have been
running around the place, trying to find a conclusion to tell the public about this. At first, it was
just about women getting to do the work the same job as men, and then about receiving equal
wages as men. I think during that period of time, men were of course unhappy and feeling
disrespected, but I think most of the people, including both the conservative and feminist
sides had the thought that as soon as the war is over, as soon as everything goes back to
normal. So, for a little while, the conservative side wasn’t alerted and only tried to keep the
society in order. However, the feminist side knew they had to do something to change that
prediction. So, when they started protesting and going on strikes for their equal rights, that
was when the conservative side started to think of downplaying the movement by reassuring
the prediction of everything returning to what it's like before the war, by getting rid of women
ranks and positions in the organizations or forces on the feminist side. They tried to deal with
the strikes and the protests, even if they didn’t always win.To conclude, this event does have
a really big impact on our history, as it is a movement that changes the whole system in ranks
made by humans, ever since the medieval times where queens and princesses were always
underestimated and put as a lower and weaker position. So this motivation definitely sparked
a rush of fear on the conservative side to cover up and fix as much as possible before the
movement convinced the society to pull women up to rise.

Citations in APA:
https://www.striking-women.org/module/women-and-work/world-war-i-1914-1918#:~:text=
wages%20and%20rights-,Women's%20work%20in%20WW1,to%20fight%20in%20the%20
war.&text=Though%20there%20was%20initial%20resistance,need%20for%20women%20
workers%20urgent​.
https://www.theworldwar.org/learn/women
https://www.history.com/news/wwi-women-suffrage-connection#:~:text=World%20War%2
0I%20bolstered%20global,and%20the%20Netherlands%20in%201919​.
https://www.firstworldwar.com/features/womenww1_three.htm
https://www.bbc.co.uk/bitesize/guides/zx9887h/revision/4
https://www.theguardian.com/world/2018/nov/11/women-first-world-war-taste-of-freedom

Propaganda Poster

Poster (Criterion: C.2): Choose a side

 Which technique does your poster use and how is it used? What is the impact of the technique
on the audience? (Criterion: A1,2 C.1)

This poster used patriotism to convince women, specifically Britain women, to join the
recruitment in factories with an effort to win the war and show men that women are also capable
of doing men’s work, as when the conscription started, factories started pulling in women to
increase the production weapons for the war. The poster shows a woman in factory uniforms in
front of aligned war munitions, with a slogan that says “Prove that Britain women are capable.
Join Us!” which uses patriotism by emphasizing on the women of Great Britain, encouraging
them to fill in the positions and support the feminist movement. The targeted audience, which is
the women of Great Britain, when seeing this poster, will feel the motivation, inspiration, and
hope to raise women’s position in society up with the movement using the war crisis to create
changes.
Year 3 0 1-2 3-4 5-6 7-8
Criterion The student does not The student: The student: The student: The student:
A: reach a standard 1. Makes limited use 1. Uses some 1. Uses considerable 1. Consistently uses a
described by any of of terminology terminology relevant terminology range of terminology
Knowing
the descriptors below. 2. Demonstrates basic accurately accurately accurately
and knowledge and 2. Demonstrates 2. Demonstrates 2. Demonstrates
understand understanding of satisfactory substantial detailed knowledge
ing content and concepts knowledge and knowledge and and understanding of
through limited understanding of understanding of content and concepts
descriptions and/or content and concepts content and concepts through developed
examples. through simple through descriptions, and accurate
descriptions, explanations and descriptions,
explanations and/or examples. explanations and
examples examples

Criterion The student does not The student: The student: The student: The student:
B: reach a standard 1. Identifies a research 1. Formulates/chooses 1. Formulates/chooses 1.
described by any of question that is clear, a research question a clear and focused Formulates/chooses a
Investigati
the descriptors focused and relevant that is clear and research question and clear and focused
ng 3. Collects and focused and describes describes its relevance research question and
records limited or its relevance in detail explains its relevance
sometimes irrelevant 3. Uses a method(s) to 3. Uses methods to 3. Uses methods to
information collect and record collect and record collect and record
4. With guidance, some relevant appropriate relevant appropriate and varied
reflects on the information information relevant information
research process and 4. With guidance, 4. With guidance, 4. With guidance,
results in a limited reflects on the evaluates on the provides a detailed
way. research process and research process and evaluation of the
results. results. research process and
results.

Criterion The student does not The student: The student: The student: The student:
C: reach a standard 1. Communicates 1. Communicates 1. Communicates 1. Communicates
described by any of information and ideas information and ideas information and ideas information and ideas
the descriptors in a way that is mostly
Communic in a style that is not in a way that is appropriate to the in a way that is
ating always clear somewhat clear audience and purpose completely clear
2. Organizes 2. Somewhat 2. Mostly structures 2. Structures
information and ideas organizes information information and ideas information and ideas
in a limited way and ideas according to the task completely according
3. Lists sources of 3. Creates an adequate instruction to the task instructions
information reference list and 3. Create adequate 3. Creates a complete
Inconsistently. sometimes cites reference list and reference list and
sources usually cites sources always cites sources

Criterion The student does not The student: The student: The student: The student:
D: reach a standard 1. Begins to analyze 1. Completes a simple 1. Completes a 1. Completes a
described by any of concepts, issues, analysis of concepts, substantial analysis of detailed analysis of
Thinking
the descriptors models, visual issues, models, visual concepts, issues, concepts, issues,
critically representation and/or representation and/or models, visual models, visual
theories in a limited theories representation and/or representation and/or
way 2. Summarizes theories theories 2.
2. Begins to identify information to make 2. Summarizes Summarizes
connections between some adequate information to make information to make
information to make argument consistent, usually consistent, well
simple arguments 4. Recognizes valid arguments supported arguments
4. Identifies different different perspectives 4. Clearly recognizes
perspectives. and suggests some of 4. Clearly recognizes different perspectives
their implications different perspectives and consistently
and describe most of explains their
their implications. implications