Paired Texts > The Daisy Girl Ad
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
Harriet Ann Jacobs (1813-1897), who wrote under the pseudonym Linda Brendt, was an American slave who eventually escaped and became an abolitionist. "What Slaves are Taught to Think of the North" is a chapter from Brent's memoir Incidents in the Life of a Slave Girl, published in 1861. In it, Jacobs provides a true account of her experience as a slave, and writes about the lies slaveholders told their slaves to keep them from running away to the North.Pair "What Slaves are Taught to Think of the North" with "The Daisy Girl Ad" and ask students to consider how fear mongering is used in these two different situations. Why is fear such a powerful manipulator? What can we learn from these cases?
This article describes the "Duck and Cover" drills and other efforts at nuclear attack preparedness made by the United States government during the Cold War period.Pair “School Drills During the Cold War” with “The Daisy Girl Ad” and have students think about how the theme of terror and alarm in American society during the Cold War era is expressed through each piece. Does the lens of “The Daisy Girl Ad” make the school drills and other security efforts described in the article seem as though they were politically motivated? Do you think President Johnson was justified in running so extreme and fear-inducing an ad?
In "Cold War Rivals: Cuba and the United States," the article discusses the rise of Cold War tensions between Cuba and the U.S., focusing on the policies and actions of former Cuban leader Fidel Castro.Pair “The Daisy Girl Ad” with “Cold War Rivals: Cuba and the United States” and ask students to discuss the political climate during the height of the Cold War. How did the fear of nuclear war affect people’s thoughts and decisions, especially Americans’ after the Cuban Missile Crisis?
In the informational text "The Power of Advertising," Shelby Ostergaard discusses how advertisements are developed and the effect they have on us.Pair “The Daisy Girl Ad” with “The Power of Advertising” and ask students to discuss the goal of President Johnson’s advertisement. What types of persuasion techniques do students see in the advertisement, and how does it compare to the techniques discussed in “The Power of Advertising”? Do students think that this advertisement would be pulled from television today? Why or why not?
In the informational text "Propaganda: Battling for the Mind" Shelby Ostergaard discussed several historical examples of propaganda and explores how it influences people today.Pair “The Daisy Girl Ad” with “Propaganda: Battling for the Mind” and ask students whether or not they consider the advertisement a form of propaganda. Why or why not? What is the difference between an advertisement and propaganda? How do students think the advertisement was hoping to influence its audience?
In the informational text "The Decision to Drop the Bomb," USHistory.org discusses Harry Truman's decision to use nuclear weapons against Japan during World War II.Pair “The Daisy Girl Ad” with “The Decision to Drop the Bomb” and ask students to discuss how the development of nuclear weapons changed the world. Ask students to discuss how “The Decision to Drop the Bomb” shows the devastating powers of nuclear weapons. How did this knowledge and fear impact the election discussed in “The Daisy Girl Ad”?
In this informational text, the influence of Edward Bernays and the beginning of public relations are discussed.Pair “The Daisy Girl Ad” with “The manipulation of the American mind: Edward Bernays and the birth of public relations” and ask students to discuss what Bernays-like tactics were used in the Daisy Girl Ad. What emotions were the creators trying to manipulate in viewers? Do students think President Johnson’s team was implementing these tactics following a moral code? Why or why not?
In this informational text, Nigel Hollis explains how advertising might be working even when consumers don't realize it.Pair “The Daisy Girl Ad” with “Why Good Advertising Works (Even When You Think It Doesn’t)” to provide students with an example of how advertising appeals to a person’s emotions. How did “The Daisy Girl Ad” use people’s emotions to persuade their thinking? What emotions did the ad attempt to appeal to? Based on what you learned in “Why Good Advertising Works (Even When You Think It Doesn’t)” do you think this ad should have been pulled from television? Explain your thinking.