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Counseling - Grade 9 - 12
Standards especially appropriate for this performance:
all
| 1 | Personal-Social Domain | |
| 1.1 | The student will develop a positive self-concept. | |
| 1.1.1 | The student will identify personal values. | |
| 1.1.2 | The student will develop personal strengths and recognize limitations. | |
| 1.1.3 | The student will demonstrate an understanding of self-enhancing behaviors. | |
| 1.1.4 | The student will apply the use of positive messages to influence one's feelings and behaviors. | |
| 1.1.5 | The student will learn to use feedback effectively. | |
| 1.1.6 | The student will describe how one's actions impact others. | |
| 1.1.7 | The student will recognize the relationship between self-concept and behavior. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.2 | The student will be able to make effective decisions. | |
| 1.2.1 | The student will apply the steps of making decisions to real-life situations. | |
| 1.2.2 | The student will generate possible options, including compromises. | |
| 1.2.3 | The student will utilize available resources in making effective decisions. | |
| 1.2.4 | The student will predict and evaluate the possible consequences of choices. | |
| 1.2.5 | The student will evaluate the impact of values, family, and peers on the decision making process. | |
| 1.2.6 | The student will evaluate the effectiveness of decisions and identify ways to improve the process and outcome. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.4 | The student will be respectful toward others. | |
| 1.4.1 | The student will demonstrate respect for others in a variety of situations. | |
| 1.4.2 | The student will evaluate the importance of respecting others. | |
| 1.4.3 | The student will recognize and support positive qualities in others. | |
| 1.4.4 | The student will demonstrate respect for a variety of individuals. | |
| 1.4.5 | The student will describe the societal implications of respecting others. |
Standards especially appropriate for this performance: 1.5.1, 1.5.2, 1.5.3, 1.5.6, & 1.5.7
| 1 | Personal-Social Domain | |
| 1.5 | The student will develop interpersonal relationship skills. | |
| 1.5.1 | The student will demonstrate appropriate behaviors based on how one feels. | |
| 1.5.2 | The student will demonstrate good communication skills with others. | |
| 1.5.3 | The student will describe friendships and relationships between same and opposite sexes. | |
| 1.5.4 | The student will identify characteristics of a successful marriage. | |
| 1.5.5 | The student will describe own personal space and recognize the value of privacy. | |
| 1.5.6 | The student will respond effectively to peer pressure. | |
| 1.5.7 | The student will apply effective interpersonal relationship skills. | |
| 1.5.8 | The student will develop and maintain friendships. |
Standards especially appropriate for this performance: all
| 1 | Personal-Social Domain | |
| 1.6 | The student will be responsible to self and others. | |
| 1.6.1 | The student will demonstrate responsibility for one's behavior. | |
| 1.6.2 | The student will demonstrate responsible behavior in a variety of situations. | |
| 1.6.3 | The student will describe the cause and effect of one's actions toward others. | |
| 1.6.4 | The student will demonstrate self-control and self-reliance. | |
| 1.6.5 | The student will demonstrate acceptance of responsibility for one's decisions, actions, and personal growth. | |
| 1.6.6 | The student will demonstrate giving constructive criticism to others. |
Catch-22 presents a wide range of complex real-life situations through which interpersonal and intrapersonal skills can be explored, developed and applied. The widespread causes and effects of individual choices can be better understood. There are countless perspectives from which these skills and understandings could be addressed, such as military recruits desperately trying to maintain sanity and survive in the midst of war, the shattered lives of civilians in war torn countries, civilians in countries such as the US contributing in every possible way to the war effort, military officers sending troops into battle, political leaders declaring war and maintaining public support, or observers in countries not directly involved. Issues such as the toll war takes on personal relationships, health (physical, mental, and emotional), finances, life after war and other hidden costs can be considered. War involves the deepest of life experiences, and this performance will provide an abundance of material for personal and social awareness.
Family and Consumer Science
- Grades 6 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=22&grade_no=10
Standards especially appropriate for this performance: 1, 2, 6,
12, 13, 14, & 15
| 1 | Career, Community, and Family Connections Integrate multiple life roles and responsibilities in family, work, and community settings. |
| 2 | Consumer and Family Resources Evaluate management practices related to human, economic, and environmental resources. |
| 6 | Family Evaluate the significance of family and its impact on the well being of individuals and society. |
| 12 | Human Development Analyze factors that impact human growth and development |
| 13 | Interpersonal Relationships Interpersonal Relationships |
| 14 | Nutrition and Wellness Demonstrate nutrition and wellness practices that enhance individual and family well-being. |
| 15 | Parenting Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families |
Set in World War II, Catch-22 presents a valuable opportunity to consider many aspects of personal and family health. How does a person maintain physical health during war? Whether in a military or civilian role, what are the essentials for health even during war? How does a person in the military fulfill their responsibilities both to those in service with them and to their families, who are far away? They are often parents coping with unusual circumstances to give their children and spouses the love and support they need, and vice versa. How could this be done? War is so disruptive of virtually all personal and social systems, how is growth and development of people in various situations affected? What impact does this level of aggression and conflict have on interpersonal relationships? What systems are used for the military to manage the human, economic and environmental resources needed to fight a war? What are differences and similarities between the circumstances of people affected by WWII and those in the Iraq war? Comparing a typical American lifestyle with that of people directly affected by war could make it easier for students to understand the true costs of war are far greater than most people realize.
Foreign Language - Grades 5 -
8
http://www.kerc-ks.org/Standards_List.aspx?con_id=21&grade_no=05
Standards especially appropriate for this performance: 4 & 5
| 4 | Comparisons The student develops insight into the nature of language and culture. |
| 5 | Communities The student participates in multilingual communities at home and around the world. |
Catch-22 is set in Italy, which has a rich linguistic and cultural history that could be explored in connection with the performance. Wars often are fought in countries with languages and cultures quite different from ones own. This was true for US citizens involved in WWII, as it is for those now sent to Afghanistan or Iraq. How do the nuances of culture and language make transitioning into a new culture challenging? What are the similarities and differences of the transition under peacetime versus wartime conditions? What coping mechanisms are helpful when suddenly living in a culture with a language you don’t understand? What are the roles of translators in war or peace times? Do some organizations, such as the military, have their own culture and language? If so, why? How might this affect those who enter the military, especially in times of war? What role could knowledge of language and culture play in solving world challenges such as the war in Iraq or Afghanistan? How can one go about becoming a multilingual world citizen?
Health - Grades K - 4, 9 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=17&grade_no=12
Standards especially appropriate for this performance: all
| 1 | Health Promotion and disease Prevention Health Promotion and disease Prevention- Students will comprehend concepts related to health promotion and disease prevention as related to: (a) community health; (b) environmental health, (c) mental and emotional health, (d) nutrition, (e) prevention and control of disease, (f) consumer health, (g) family life and sexuality, (h) injury prevention and safety, (i) personal health, (j) substance use, misuse, abuse and addiction. |
| 2 | Health Information, Products and Information Students demonstrate the ability to access valid health information and health promoting products and services. |
| 3 | Self Management Students demonstrate the ability to practice health-enhancing behaviors and reduce health risks. |
| 4 | Influence of Cultural, Media, and Technology Students analyze the influence of culture, media, technology, and other factors on health. |
| 5 | Interpersonal Communications Students demonstrate the ability to use interpersonal communication skills to enhance health. |
| 6 | Goal Setting and Decision-making Skills Students demonstrate the ability to use goal setting and decision-making skills to enhance health. |
| 7 | Advocating for Health Students demonstrate the ability to advocate for personal, family, and community health. |
The combination of real, surreal, actual and satirical elements in Catch-22 emphasize the otherworldly aspects of being in a war environment. It is one in which to survive it is essential to suspend much of what you typically think of as normal or acceptable or expected in life. Consider the many aspects of civilian and military life that are involved in this complex and highly disruptive situation. How is mental, physical and emotional health maintained in a war environment? What are the consequences of not maintaining health for those affected by war? What are special health needs and challenges that arise during war versus those that arise in places and times not affected by war? How do wartime and peacetime systems for supporting the various kinds of health compare with each other? What systems are put in place in peacetime that make it easier to maintain health in times of disruption, such as war or natural disasters? How do military bureaucracies disperse health information to their personnel or to civilian populations? What type of self-management skills are military personnel encouraged to develop? What ways might civilians maintain some degree of health even in the midst of war? What is the value of effective communications in times of conflict? What systems do military organizations use for communicating with each other during war or peacetime? How do various aspects of culture influence civilians in war torn countries or in countries supporting the war effort from afar? Is there a military culture? If so, what are its characteristics and areas of influence? How did the novel Catch-22 impact cultural health in America? Compare the novel’s impact with that of the movie. How might the play Aquila Theatre Company is now taking around the US impact today’s culture? The possibilities for examining all aspects of health in war and peace are endless in relation to this performance and the huge web of circumstances associated with it.
History and Government, Economics and Geography - Grades K - 8, 11
- 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=3&grade_no=12
Standards especially appropriate for this performance: all
| 1 | Civics-Government The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American republican government, and the rights, privileges, and responsibilities to become active participants in the democratic process. |
| 2 | Economics The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision making skills as a consumer, producer, saver, investor, and citizen in an interdependent world. |
| 3 | Geography The student uses a working knowledge and understanding of the spatial organization of Ea th?s surface and relationships among people, places, and physical and human environments in order to explain the interactions that occur in our interconnected world. |
| 4 | Kansas History Standard The student demonstrates a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
| 5 | U.S. History Standard The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
| 6 | World History The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. |
Joseph Heller’s novel and the play based on it provide a golden opportunity for gaining historical perspectives on many fronts. The satirical elements of Catch-22 make it especially interesting to explore the role government, economics, medicine, law and so many other social institutions play during times of war or peace. Frameworks such as the Bill of Rights or Uniform Code of Military Justice can be explored in depth via this icon of cultural self-examination. How are they alike or different? How does the application of each change in war or peacetimes? What role do democratic principles or practices have in a war environment—for civilians or military personnel? What are the economics of war? What are the obvious and hidden economic costs? How is war financed? What economic benefits or costs continue into peacetime? How does geography play a part in war and peace? What locations on Earth are most prone to warfare? Why? In what ways does any war impact the entire planet and its inhabitants? How have the relationships and roles of major players in WWII changed as a result of the war and in the 50+ years since it ended? Kansas has played key roles in past wars. What were those roles? What other states or countries have played similar roles? What are the common features in these situations? How did WWII and other wars involving multiple countries compare in their impact on civilian populations, regional or world economics, politics, and other factors? In terms of US or world impact, what are major differences between wars like WWI and WWII contrasted with those such as Vietnam and Iraq? What geographic, political, cultural or other factors may play pivotal roles in future wars? There are a wealth of research topics and resources related to Catch-22. Research opportunities are aided by articles documenting reactions to the novel, movie or play, as well as by historical documents, websites with materials documenting the perspective of many countries, veterans who are can give firsthand accounts, and much more.
Library Media - Grades 1 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=15&grade_no=09
Standards especially appropriate for this performance: all
| 1 | Information Literacy The student who is information literate accesses information efficienlatwy an effectively |
| 2 | Information Literacy The student who is information literate evaluates information critically and competenlatwy |
| 3 | Information Literacy The student who is information literate uses information accurately and creatively |
| 4 | Independent Learning The student who is an independent learner is information literate and pursues information related to personal interests |
| 5 | Independent Learning The student who is an independent learner is information literate and can understand other creative expressions of information |
| 6 | Independent Learning The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation |
| 7 | Social Responsibility The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society |
| 8 | Social Responsibility The student who contributes positively to the learning community and to society is information literature and practices ethical behavior in regard to information and information technology |
| 9 | Social Responsibility The student who contributes positively to the learning community and to society is information literate and participates effectively in-groups to pursue and generate information |
The unusual topics that could be explored in relation to Catch-22 include a study of war propaganda and the persuasive arguments used to gain and maintain support for a war effort or other intensive action. Extend this study into peacetime propaganda such as advertisements and commercials, which gained their foothold in American culture during WWII. How does war affect literacy rates, public libraries, availability of research materials, and other considerations related to written materials and the ability to use them? Does this differ in democracies, theocracies, dictatorships, and other forms of government? If so, how and why? What similarities or differences can be discovered for the role of literacy, the use of documentation and documents, and similar pursuits in wartime and peacetime? During wars, libraries are often destroyed. Why? During peaceful times, there is usually a focused effort to create libraries. Why? What relation do literacy and easy access to written materials have to maintaining peace? What is the individual’s role and responsibility in maintaining information resources or contributing new information to society? Does this influence the tendency toward war or peace? If so, how? See History Standards section for a wide array of topics related to the Aquila Theatre Company’s performance piece. Catch-22 offers an especially wide avenue for exploration.
Mathematics - Grades 7 - 12
(Note: these standards become increasingly complex within each sub-skill
area during
progressio rom 7th to 12th grades. The sub-skills shown are specific to
grades 9 ? 12.
Developmentally appropriate versions of these standards for grades 7 and
8 are available
at this website.)
http://www.kerc-ks.org/Benchmark_ind_list.aspx?stan_con_grade_id=13602&con_id=2&grade_no=07&s
tan_id=3598
Standards especially appropriate for this performance: all
| 4 | The student uses concepts and procedures of data analysis in a variety of situations. | ||
| 4.2 | The student collects, organizes, displays, explains, and interprets numerical (rational numbers) and non-numerical data sets in a variety of situations with a special emphasis on measures of central tendency. | ||
| 4.2.A1 | Uses data analysis (mean, median, mode, range, quartile, interquartile range) in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to develop convincing arguments from these data displays (2.4.A1i) ($): | ||
| 4.2.A1A | frequency tables and line plots; | ||
| 4.2.A1B | bar, line, and circle graphs; | ||
| 4.2.A1C | Venn diagrams or other pictorial displays; | ||
| 4.2.A1D | charts and tables; | ||
| 4.2.A1E | stem-and-leaf plots (single and double); | ||
| 4.2.A1F | scatter plots; | ||
| 4.2.A1G | box-and-whiskers plots; | ||
| 4.2.A1H | histograms; | ||
| 4.2.A2 | determines and describes appropriate data collection techniques (observations, surveys, or interviews) and sampling techniques (random sampling, samples of convenience, biased sampling, census of total population, or purposeful sampling) in a given situation. |
The possibilities for creating mathematical arrays of data and using these for analyses are endless in relation to Catch-22. It is a story set in WWII, released into American culture during the Vietnam War and resurrected during the Iraq War. Any war has obvious subjects for statistical analysis, such as civilian and military casualties, sizes of military units, direct costs of financing, etc. However, there are also less apparent opportunities such as data related to rationing of food and other resources, rate of production of all kinds of war equipment (usually in limited time frames), civilian population required for various aspects of a war effort, sociological data regarding military or civilian participants, amounts of different resources required, and the impact of war on economies. Mathematical models are ideal tools for comparing and contrasting these and other variables in relation to the type of war, the geographical location, the historical context, the chronological setting, and other criteria relevant to the situation.
Please note: The Teacher Resources section accompanying the Standards section
lists numerous websites for exploring the relationship between math and
music.
Physical Education - Grade 8
http://www.kercks.org/Benchmark_ind_list.aspx?stan_con_grade_id=14268&con_id=28
&
grade_no=12&stan_id=4151
Standards especially appropriate for this performance: 6.1.2 & 6.1.4
| 6.1.2 | The student appreciates the creative aspects of skilled performance in others and self. |
| 6.1.4 | The student analyzes selected physical experiences for social, emotional, and health benefits. |
In the context of war, how is physical fitness maintained? Although military personnel begin their training with intensive physical challenges, what happens after ‘boot camp’ is over and they’re in a combat zone? How does physical fitness relate to survival in combat? How does it relate to mental fitness in this stressful circumstance? What impact does the turmoil of war have on the physical fitness of civilians? What role does physical fitness have in the lives of actors and actresses in plays, movies, or other dramatic arts? Research some performance companies whose productions require exceptional physical fitness. How is this level of fitness maintained? In a play such as Catch-22, what is the role physical fitness?
Reading and Writing - Grades 9-12
(Note: these standards become increasingly complex within each sub-skill
area during
progression from 7th to 12th grades. The sub-skills shown are specific
to grades 9 - 12.
Developmentally appropriate versions of these standards for grades 7 and
8 are available
at this website.)
http://www.kerc-ks.org/Standards_List.aspx?con_id=9&grade_no=HS
Standards especially appropriate for this performance: 2 & 4
| 2 | Literature The student responds to a variety of text. |
| 4 | Research The student applies reading and writing skills to demonstrate learning. |
Catch-22 presents a unique opportunity to compare and contrast a novel, movie, and play version of the same story. What were the strengths and weaknesses of each? What was the difference in audience/societal response to each? The movie has been described as going so far toward enacting the absurd experiences of the characters that it losses the humorous satire in the novel. What do you think? After reading about the novel, movie, and play and their level of success at the time of release, what changed about their reception over time? Why might the 3 ways of presenting this story have met with such different societal responses?
Opportunities for writing and research related to this performance are endless. Writing could involve activities such as ones centered on the unique characters (e.g. journals various ones might have kept, letters to/from them, prequels or sequels about the life of one or more), the literary techniques used so effectively by Heller, or the surreal aspects of the story. Topics for research include historical aspects of the two wars directly involved: WWII and Vietnam. Another focus for research is the social context of those wars, as well as of the Iraq War, during which the movie has had resurgence in popularity as a DVD and the play is having much greater success than it did originally. Students could explore the author’s experiences in WWII that led to the novel, as well as the further influences of the Vietnam War that influenced the movie. They could find out about other novels or performances written by war veterans whose view of the world was changed by their war experience. What tone, themes, and literary techniques are found in those works? What reception were they given by American culture? Due to literature, articles, documents and other written sources being readily available, students can go in many directions, according to their own interests. They could even research how the title Catch-22 took on ‘a life of its own’ as a new concept in the English language. See other Standards sections for other potential topics and questions.
Science - Grades 7 - 12
http://www.kerc-ks.org/Standards_List.aspx?con_id=1&grade_no=07
Standards especially appropriate for this performance: 3 & 6
| 3 | LIFE SCIENCE As a result of activities in grades 5-8, all students will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms. |
| 6 | SCIENCE IN PERSONAL AND ENVIRONMENTAL PERSPECTIVES As a result of activities in grades 5-8, all students will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards. |
It seems impossible to consider war without also considering science, the aspect of human inquiry that leads to development of both more destructive and more protective, more lethal and more beneficial technologies in areas ranging from weaponry to life support. What roles do different areas of science have during times of war? How has that role changed over the last (50) years? How do scientific discoveries during wartime impact peacetime cultures? What are some of the war-related scientific discoveries or inventions that have changed the world? What are the positive and negative impacts of each? What impact does war have on ecosystems locally, regionally or globally? How do scientific technologies make war more or less dangerous to civilians, to military personnel, to other life forms? What are key differences and similarities between the role of science in times of war and times of peace? How has scientific inquiry changed since WWII? How are cultures that put a high priority on science different from those that do not? How has the focus on scientific inquiry affected American culture, especially related to our values and capabilities in military defense and offense? Do scientific inquiry and artistic performance have equally valuable roles in society? If so, what does each offer? If not, what are their relative values and why?
Theatre/Drama - B, P, A, E
http://www.kerc-ks.org/Standards_List.aspx?con_id=24&grade_no=E
Standards especially appropriate for this performance: 5 & 6
| 5 | Dramatic Content and
Theatrical Forms Evaluating and Reflecting on the Characteristics and Merits of Dramatic Content and Theatrical Forms in their Work and that of Others |
| 6 | Integrating Theatre Integrating Theatre with Other Arts, Disciplines, and the Community |
The play Catch-22 offers unique opportunities. It is based on a novel that was shocking to the society of the day. A decade later it was released as a film so different in tone from the novel that it also was shocking, though the novel had gained widespread popularity by then. Both eventually became classics. Nevertheless, the play by Joseph Heller never became successful. Aquila Theatre Company Director Peter Meinecke considered it a piece too good to let lie in oblivion any longer. This evolution presents theater students with a work rich in possibilities to explore. Why was the play not a success when released? How does the play take a complex story and make it ready for the stage? What impact did the movie appear to have on the reception to the play? What aspects of American culture today might indicate the reception the play will have? What are the relative strengths and weaknesses in the connection novels, movies and plays have with audiences? What role do theatrical pieces have in expressing social issues? What techniques are used in the play that wouldn’t work in the movie and vice versa? How is the setting conveyed in the play? Compare and contrast the character traits emphasized in the novel, movie and play. What role would you want in the play or the movie? Why? What are Heller’s relative abilities as a novelist and a playwright? What other plays did he write? How do they compare with Catch-22? If you were the director, what parts of the plot would you emphasize, who would you choose for various characters, what set design, lighting, and costuming would you use, how would you create the satirical, absurd, and terrifying yet humorous mood essential to the story? Compare this play to others with similar settings, plots, and themes.
Links
The following sites are additional resources to use in preparing classes for the upcoming performance of Cloud Gate Dance Theatre of Taiwan. Some of them have commercial content.
Novel, movie, or author resources
Heller’s picture and Catch-22 quote good classroom visuals
Catch-22, the novel – comprehensive database
Character database including even minor roles
Excerpts from Catch-22 and interview of Heller
Critique of Catch-22 and Heller
Catch-22, the movie – database
Catch-22, the movie – site with blogs about trivia related to movie
Catch-22, the movie – reflections on impact of and reception given to movie
Catch-22 study guide explores some of main themes in novel
Catch-22 study guide site with useful excerpts, although requires payment for full text
Lesson plan for grades 9-12 using Yossarian as a role model for dissent
Detailed lesson plan exploring many elements, uses chapter 22 from novel as sample
Lesson plan with multiple choice quiz over novel.
Student written essay comparing literary devices in several post WWII anti-war novels
Great site for message board/forums on wide array of works
Blog site on the novel
Blog site on the movie
Useful site in general
Interesting and fun site for learning about various topics, including Catch-22.
Resistance to war
In-depth article about resistance during WWII
Not in Our Name
War Resisters League
Lebanon Solidarity
Al-Hewar Magazine Editorial on “Equating Resistance to Occupation with Terrorism”
CNN Student News site with links and lesson on Warsaw uprising in WWII
Conscientious Objection and War Resistance
Art in War – Resistance and Persuasion (Propaganda)
Wealth of art on resistance theme
New Age art expressing resistance
American Visionary Art Museum includes exhibit entitled The Art of War and Peace
National Gallery of Art dedication by President Franklin Roosevelt on eve of WWII
Imperial War Museum collection database
The Getty’s exhibit from post-war Japan
Domestic Propaganda During The First World War
Russian-Japan War Propaganda Posters
Antique Road Show segment on unusual collection of Japanese war posters
Extensive collection of war related artwork of many kinds
Asia Rising: Japanese Postcards of the Russo-Japanese War (1904-5)
Nazi Propaganda: 1933-1945
North Korean use of art as a tool of indoctrination
Art, War and Children
"Children's Perceptions of War” depicting war in Azerbaijan and Armenia
“Legacy of War” exhibit contains images of children during US bombing of Laos
“Give Peace a Chance” exhibit of children’s art from Israel and Palestine
Children’s books and the written word as a form of artistic expression related to war.
Art, war and propaganda – classroom teaching resources
History lesson with timeline showing examples of personal rights that were suspended during each of various wars.
Film clip and interview of surviving kamikazes
Japanese propaganda booklet from WWII focuses on children
Site created by teacher with lesson plans, links, etc. related to propaganda.
National Archives site containing a wealth of resources for teaching
Teaching example of student essay on war and propaganda via poster art
Propaganda and Disinformation database from UC Berkeley
Teacher resource on Japan, including censorship and propaganda
List of 16 best books chosen by Questia librarians on war and propaganda.
Propaganda art in peacetime – advertisements and commercials
American advertisements and commercials as propaganda
Extensive site for developing media awareness skills.
Insightful article from England about the propaganda in films and sitcoms shaping the lives of women since WWII.
Great site for exploring the influence of advertising.
Propaganda Techniques in Literature and Online Political Ads