“Look at how he’s standing,” she says. “He’s on a stage way above the crowd with one fist propped on his hip and the other clenched at his side. He holds his head high. His back is to the people, commanding authority and strength. He’s huge compared to the smiling, saluting people standing below.” Heather adds, “It’s psychological warfare on the masses.”

Mr. Bartley nods, asks Heather to explain “psychological warfare.” As she does, I accidentally on purpose elbow my notebook. It thumps onto the floor. Almost everyone turns their eyes my way, except for Mr. Bartley.

Yup. I’m invisible to him now.

Advancing the screen, he brings up an official US Army poster.

“This was produced and distributed by our government. Take a good look and think about its message.”

The poster is a black-and-white drawing of Japanese soldiers leading American soldiers in chains, beating them. One prisoner is on his knees, the butt of the Japanese rifle poised to bash in the American’s face. On top, the poster reads, “What are YOU going to do about it?” “YOU” is in red, reminding me of the red “TOP-SECRET” used on our assignment.

Mr. Bartley asks, “What impressions does it give you? How do you think it impacted Americans during World War Two?”

My hand shoots up. He looks right through me. Half the class is ready to answer. Dejected, I lower my arm, and that’s when I hear “Yes, Logan?”

I’m so surprised Mr. Bartley chose me, my brain turns to mashed potatoes. Heat rises to my face. “Uh, I—uh—”

Mr. Bartley repeats the questions and, thankfully, waits for my answer. I launch into my analysis, stating that the poster was propaganda promoting hateful treatment toward Japanese Americans, turning public opinion against innocent people. “Even though it tells Americans to stay on the job until the enemy is wiped out, the line ‘What are you going to do about it?’ can be interpreted by the masses that they have blatant permission to take action into their own hands. This is extremely dangerous language, and—”

The bell rings.

Mr. Bartley holds up his hand, halting a few students who were ready to sprint out the door. “Logan’s assessment is spot-on. By today’s standards, it’s highly offensive, but during World War Two this was the norm. Antisemitism was also prevalent and, in many crowds, socially acceptable.” For a second, he holds my gaze. “You are dismissed. We’ll continue this conversation tomorrow.”

My head spins from Mr. Bartley’s comment. I understand we need to examine propaganda and behavior based on the time period. But from my perspective, his point is another failed attempt to justify the assignment.

When Cade and I reach my locker, he says, “Glad that’s over.”

“Understatement of the day. Was Mr. Bartley ignoring us, or is my perception off?”

“Oh, he definitely was ignoring us.”

“Good.”

“Good?”

“Yeah. It beats the latter.”