Lesson Plan Packet - Brigitte Eubank
-
Upload
brigitteeubank5154 -
Category
Documents
-
view
37 -
download
1
Transcript of Lesson Plan Packet - Brigitte Eubank
World War II
The American Home Front
***Tennessee***
Lesson Plans
World War II
The American Home Front: Tennessee
Purpose: This packet was created to provide lesson plans for teachers who are interested
in utilizing unique methods to explain the significance and impact of World War II on the
American home front. The particular focus is on the specific role Tennesseans played
during the war while on the home front. The target audiences of these lesson plans are
grades three, four, and five. However, most lesson plans are easily suitable for related
age groups, as the plans can be made easier or more difficult with only minor changes.
Each lesson is based on the Tennessee Department of Education’s curriculum
frameworks. Although World War II (Era 8) is traditionally taught in fifth grade history
classes in Tennessee schools, this packet aims to broaden the teaching spectrum, both in
terms of grade levels covered and subject areas covered. Teachers will find that
curriculum objectives covering a variety of subject areas, including history, geography,
economics, and more, may also be met by using the lesson plans included in this packet.
Teachers may select and alter lesson plans as needed to meet his/her personal teaching
goals and requirements.
***Note: This packet is designed to correspond with an exhibit produced by students in
Dr. Brenden Martin’s Essentials of Museum Management graduate level course, Spring
2010. The class exhibit focuses specifically on the Home Front in Rutherford County,
with an emphasis on Murfreesboro, during World War II. Visit our website at:
www.mtsu.edu/~homefront
Goals: Students will have a basic understanding of the key events, figures, and concepts
related to World War II. Students will have a basic understanding of the effects of World
War II on the Tennessee home front.
Outline of Lesson Plans:
Lesson 1: Introduction to World War II
Lesson 2: Tennessee and World War II
Lesson 3: Home Front: Rationing
Lesson 4: Home Front: Supporting the War
Lesson 5: Women, African-Americans, and Children during World War II
Lesson 1: Introduction to World War II
Teaching Time: 3 class periods
Curriculum Objectives Third Grade: English: 0301.1.1 Demonstrate knowledge of standard English usage, mechanics, and spelling.
English: 0301.2.2 Continue to develop basic speaking skills necessary for communication.
English: 0301.3.3 Know and apply the steps of the writing process.
Geography: 3.3.03 Demonstrate how to identify and locate major physical and political features on globes
and maps.
History 3.5.01 Identify major people, events, and issues in Tennessee, United States, and world history.
History: 3.5.02 Understand the place of historical events in the context of past, present, and future.
History: 3.5.03 Explain how to use historical information acquired from a variety of sources.
Fourth Grade: English: 0401.1.03 Demonstrate knowledge of standard English sentence structure. English: 0401.2.1 Continue to develop oral language skills necessary for communication.
English: 0401.2.2 Continue to develop listening skills necessary for communication.
English: 0401.3.3 Know and apply the steps of the writing process.
English: 0401.4.1 Conduct research to access and present information.
English: 0401.4.2 Collect, organize, and determine the reliability of researched information.
English: 0401.4.3 Present research results in a written report.
Geography: 4.3.03 Understand how to identify and locate major physical and political features on globes
and maps.
Fifth Grade: English: 0501.1.1 Demonstrate knowledge of standard English usage, mechanics, and spelling.
English: 0501.1.3 Demonstrate knowledge of standard English sentence structure. English: 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task
completion.
English: 0501.3.3 Know and apply the steps of the writing process.
English: 0501.4.1 Conduct research to access and present information.
English: 0501.4.2 Collect, organize, determine reliability, and use information researched.
English: 0501.4.3 Present the research results in a written report, citing the sources used.
Geography: 5.3.01 Understand how to use maps, globes, and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial perspective.
History: 5.5.09 Understand America’s role during World War II
A. Discussion and Vocabulary
Discussion:
Before jumping into more complex topics, it is first necessary to provide a brief overview
of World War II and a list of important World War II-related vocabulary. In the
overview, focus specifically on major events (Pearl Harbor, D-Day, Hiroshima) and key
people (Franklin D. Roosevelt). Information related directly about Tennessee will be
addressed in the next lesson plan. Incorporate maps so that students will be able to locate
and identify the other major nations involved in the war. Try to incorporate a timeline of
the major events of World War II so that students will have a clearer grasp on when the
war began, when the United States became involved, how long the war lasted, etc. Ask
questions throughout the discussion to insure that students are actively listening and
understanding the material.
At the end of discussion, divide students into teams of four: Have a short (5 question)
quiz to see which group can remember the most information. Each group will have one
piece of paper to write down the answers. Collect answers upon end of quiz to see who
wins.
Vocabulary: Define the following terms:
Allied Powers civilians morale submarine
ammunition counter attack rations substitution
artillery emergency retreat supply ship
attack evacuate sabotage territory
Axis Powers headquarter salvage torpedo
bomb home front scrap war bonds
capture internment signal weapon
casualty maneuvers sniper World War II
*Add and/or delete terms as necessary.
Timeline:
Pass out a list of all the major events of World War II – in random order, not
chronological. Have students cut out each event and then paste in correct,
chronological order on a piece of construction paper. See appendix for handout.
B. Internet scavenger hunt
Create a scavenger hunt, as appropriate for your particular age group. Provide only a few
basic questions for younger students and more advanced topics/questions for older
students. Simply provide a good World War II-related website (there are several listed in
this packet!) and a worksheet of questions that directly correspond to the website you
choose.
Here is a great site for students to use. It focuses on the efforts of Tennesseans during
World War II: http://www.tn4me.org/minor_cat.cfm/minor_id/71/major_id/9/era_id/7
Sample Questions to ask:
Who served as America’s President during World War II?
What types of gardens did Americans grow to support the war effort?
***Another exciting and complementary option is to have students search for the
vocabulary terms listed above. Choose one of the websites listed in the Further
Information section of this packet. Have students locate approximately 5-10 sentences
from the website. Each sentence must feature a different vocabulary word. Then have
students write their own sentences using the words they found. Remind students to write
complete sentences, using proper grammar.
C. Evaluating sources
Briefly provide an overview of various types of sources (book, photographs, paintings,
artifacts, oral histories, film, diary/journals, government documents, newspapers,
websites, etc.) and explain the difference between primary and secondary sources. Ask
students to think of possible benefits and disadvantages to using such sources for
historical research. Remind students that sources need to be as factually accurate as
possible. Examples: ―Which type of source would be more beneficial for understanding
the thoughts/actions of one particular soldier: a book about World War II or a journal
written by an individual soldier?‖ or ―What are the disadvantages of using oral histories,
which are typically written several years after the event?‖
For more information on teaching with primary/secondary sources, visit:
http://memory.loc.gov/learn/lessons/primary.html
D. Paper/Presentation
Provide a list of possible topics (Pearl Harbor, D-Day, Victory Gardens, etc.) relevant to
World War II and ask students to select a particular topic and perform basic research on
that topic. For homework, students must prepare a short (~1 page) paper and/or short
PowerPoint presentation over his/her topic. Emphasis should be placed on how well
students can master identifying main themes and summarizing that data. Require at least
3 sources, preferably of at least more than 1 different medium. Require the compilation of
at least one graph or chart for visualization of the data. Students must apply the steps of
the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
Encourage students to visit the library for their sources. Students may then be allowed to
briefly present his/her paper or presentation to the class, if time allows.
For further information:
World War II Home Front Encyclopedia: http://library.thinkquest.org/15511/data/encyclopedia/index2.htm
World War II Timeline:
http://library.thinkquest.org/15511/timeline/index.htm
http://www.baylink.org/lessons/3fr_macmem9.html - more detailed
http://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtml - includes
summary of major events for each year.
Holocaust:
http://www.pbs.org/wgbh/nova/teachers/activities/2204_nazidesi.html (for middle school
aged students)
Pearl Harbor:
http://www.nps.gov/history/nr/twhp/wwwlps/lessons/18arizona/18arizona.htm
D-Day: http://www.pbs.org/wgbh/amex/dday/
World War II Lesson Plans:
http://www.pbs.org/wgbh/peoplescentury/teachers/tgtotal.html
http://www.pbs.org/thewar/edu_lesson_plan.htm
http://teacher.scholastic.com/activities/wwii/index.htm
http://www.wwiimemorial.com/education/ww2_part_1.pdf
http://www.wwiimemorial.com/education/ww2_part_2.pdf - very useful, created by the
History Channel for the National World War II Memorial Campaign, full of descriptive
information about the war with lesson plans and activities for grades 4-6, 7-9, 10-12.
http://www.nationalww2museum.org/education/for-teachers/lesson-plans/lesson-
plans.html
Interactive Learning: http://www.history.com/topics/world-war-ii/interactives/inside-wwii-interactive
Background Information on World War II American Home Front for Teachers
http://www.oah.org/pubs/magazine/ww2homefront/ww2homefront.pdf
Lesson 2: Tennessee and World War II
* http://wwp.greenwichmeantime.com/images/usa/tennessee.jpg
Teaching Time: 2 class periods
Curriculum Objectives
Third Grade: English: 0301.1.1 Demonstrate knowledge of standard English usage, mechanics, and spelling.
English: 0301.2.2 Continue to develop basic speaking skills necessary for communication.
English: 0301.3.3 Know and apply the steps of the writing process.
Geography: 3.3.03 Demonstrate how to identify and locate major physical and political features on globes
and maps.
History 3.5.01 Identify major people, events, and issues in Tennessee, United States, and world history. History: 3.5.02 Understand the place of historical events in the context of past, present, and future.
History: 3.5.03 Explain how to use historical information acquired from a variety of sources.
Fourth Grade: English: 0401.1.03 Demonstrate knowledge of standard English sentence structure.
English: 0401.2.1 Continue to develop oral language skills necessary for communication.
English: 0401.2.2 Continue to develop listening skills necessary for communication.
English: 0401.3.3 Know and apply the steps of the writing process.
English: 0401.4.1 Conduct research to access and present information.
English: 0401.4.2 Collect, organize, and determine the reliability of researched information.
English: 0401.4.3 Present research results in a written report.
Geography: 4.3.03 Understand how to identify and locate major physical and political features on globes and maps.
Fifth Grade: English: 0501.1.1 Demonstrate knowledge of standard English usage, mechanics, and spelling.
English: 0501.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task
completion.
English: 0501.3.3 Know and apply the steps of the writing process.
English: 0501.4.1 Conduct research to access and present information.
English: 0501.4.2 Collect, organize, determine reliability, and use information researched.
English: 0501.4.3 Present the research results in a written report, citing the sources used.
Geography: 5.3.01 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
History: 5.5.09 Understand America’s role during World War II
A. Discussion – Tennessee “Volunteers”: WWII
Provide a short lecture on the role Tennesseans played during World War II. How did
Tennessee help out during World War II, both military service and the home front? What
military efforts took place in Tennessee for World War II? (for example, training for war,
facilities used for war supplies, etc.) How and why did the economy and industry of
Tennessee change during the war? Provide information on ―famous‖ Tennesseans who
made noteworthy achievements during the war. Throughout the lecture, ask questions to
ensure that students are paying attention and understanding the material.
At the end of discussion, divide students into teams of four: Have a short (5 question)
quiz to see which group can remember the most information. Each group will have one
piece of paper to write down the answers. Collect answers upon end of quiz to see who
wins.
*http://quickfacts.census.gov/qfd/maps/scaled47-80.gif
B. What Happened In Tennessee During WWII? The
Efforts of Individual Counties:
Now that students have had a brief overview of the contributions Tennessee made during
WWII, it’s time to dig deeper and find out more specific details. Students may select or
be assigned one Tennessee county (examples: Anderson, Cannon, Coffee, Cumberland,
Davidson, Dekalb, Dyer, Franklin, Gibson, Henry, Jefferson, Lauderdale, Montgomery,
Rutherford, Wilson). For homework, students should use the internet (website below) to
find at least one example of how his/her assigned county contributed to the war effort.
Each student must then provide his or her reasoning (can be a guess) as to why that
county’s actions/efforts were important.
For a complete list of Tennessee county histories, visit:
http://tennesseeencyclopedia.net/showcat.php?cat=CountyHistory&dcat=County%20Hist
ory and/or http://www.tnhistoryforkids.org/local
* Use above mentioned counties for best results, as each county had at least one major
contribution described in its county information found on Tennessee Encyclopedia.
*An armored half-track vehicle belonging to a medical unit fording the river during the Second
Army's middle Tennessee maneuvers.
Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [LC-USW33-000261-ZC DLC]
C. People and Places
Students may select or be assigned to one of the topics listed below. For homework,
students should use the internet (website below) to find out the importance of his/her
assigned topic. Students should look for answers to questions such as: For people: Who is
he/she? What did he/she do in relation to WWII? Why is this person important? For
places: What was this place? What activities/actions took place at this location in relation
to WWII? Why is this place important? **Encourage students to write in complete
sentences to create 1-2 paragraphs about his/her topic.
Topic Choices: Oak Ridge, Camp Campbell (Clarksville), Camp Forrest (Tullahoma),
Camp Tyson (Paris), Sewart Air Base (Smyrna), Milan Arsenal, Millington Naval Base
(Shelby County), 117th Infantry Regiment in the 30
th Division, Dinah Shore, Cordell Hull,
Frank Maxwell Andrews, Governor Prentice Cooper, Vultee Aircraft Corporation,
McDonnell Aircraft, Ed Clark (photographer), Clifton Bledsoe Cates, Cornelia Fort, and
Congressional Medal of Honor Recipients: Raymond Cooley (Sequatchie County),
Charles Coolidge (Hamilton County), Paul Huff (Bradley County), Elbert Kinser (Greene
County), Vernon McGarity (Stewart County), Charles McGaha (Grainger County), Troy
McGill (Knoxville), John Willis (Maury County).
Again, the Tennessee Encyclopedia and TN History for Kids websites will be great
sources.
D. Life as a soldier or pilot
Have students read an account written by a soldier or pilot who served in WWII. Then
have a group discussion about the content of that account: (What did the author say?
What topics were discussed? Why? How did the author feel – happy, sad, proud, etc.?
What did the author see or experience?)
Finally, have students write their own imaginary experiences as soldiers or pilots serving
in WWII. Questions to ask: How would you feel if you had to go fight in war, leaving
your family and friends behind at home? What emotions would you experience while
away from home? What would you miss most? To whom would you write a letter/letters?
What would you write in your letter/letters?
Letter of Paul Curtis, native of Oak Ridge, Tennessee. To his younger brother. Sent
from Anzio, Italy on May 28, 1944:
"Take a combination of fear, anger, hunger, thirst, exhaustion, disgust, loneliness,
homesickness, and wrap that all up in one reaction and you might approach the feelings a
fellow has. It makes you feel mighty small, helpless, and alone... Without faith, I don't
see how anyone could stand this."
**from http://www.pbs.org/wgbh/amex/warletters/letters/warletter_06.html
Additional WWII letters: http://herolettersww1.blogspot.com/ or the Veterans History
Project from the LOC: http://www.loc.gov/vets/ (includes oral histories)
Check It Out:
Here’s a game from PBS called “Special Delivery” --
http://www.pbs.org/wgbh/amex/warletters/sfeature/sf_speciald.html
For further information:
Tennessee and World War II: Information and Lesson Plans:
http://www.tnhistoryforkids.org/students/5_history_6
http://www.tn4me.org/major_cat.cfm/major_id/9/era_id/7
http://www.tnmuseum.org/files/1143/File/Homefront%20Lesson%20Plans.pdf
http://www.east-tennessee-history.org/index.cfm/m/65/pageId/96
Specific Locations in Tennessee:
http://tennesseeencyclopedia.net/imagegallery.php?EntryID=C012 – Camp Tyson
http://www.dyaab.us/dyaabmissionandbackground.htm - Dyersburg Army Air Base
http://www.tn4me.org/article.cfm/a_id/219/minor_id/72/major_id/9/era_id/7 - Oak Ridge
Tennessee maneuvers:
http://tennesseeencyclopedia.net/imagegallery.php?EntryID=W089 - Maneuvers
http://home.comcast.net/~30thhrs/ - 117th Infantry Regiment
Lesson Plans on Letters to Home:
http://www.nationalww2museum.org/education/for-teachers/lesson-plans/dear-ma-and-
pa.pdf
Lesson 3: Home Front: Rationing
*Northwestern University Library’s WWII Poster Collection:
www.library.northwestern.edu/govinfo/collections/wwii-posters/img/ww1646-34.jpg
Curriculum Objectives:
Third Grade: Economics: 3.2.01 Describe potential costs and benefits of personal economic choices in a market economy.
Economics: 3.2.02 Give examples of the interaction of businesses and governments in a market economy.
Economics 3.2.03 Understand fundamental economic concepts.
English: 0401.1.03 Demonstrate knowledge of standard English sentence structure.
English: 0401.2.1 Continue to develop oral language skills necessary for communication.
English: 0401.2.2 Continue to develop listening skills necessary for communication.
Development: 3.6.01 Recognize the impact of individual and group decisions.
Mathematics: 0306.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.
Mathematics: 0306.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including
estimation and reasonableness of the solution.
Mathematics: 0306.2.5 Understand the meaning and uses of fractions.
Science: 0307.4.1 Identify the different life stages through which plants and animals pass.
Fourth Grade: Economics: 4.2.03 Understand fundamental economic concepts.
English: 0401.1.03 Demonstrate knowledge of standard English sentence structure.
English: 0401.2.1 Continue to develop oral language skills necessary for communication.
English: 0401.2.2 Continue to develop listening skills necessary for communication.
Development: 4.6.01 Recognize the impact of individual and group decisions.
Mathematics: 0406.1.1 Use mathematical language, symbols, and definitions while developing
mathematical reasoning.
Mathematics: 0406.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including
estimation and reasonableness of the solution.
Mathematics: 0406.2.6 Solve problems involving whole numbers, fractions, and/or decimals using all four
arithmetic operations. Science: 0407.3.1 Demonstrate that plants require light energy to grow and survive.
Fifth Grade: Economics: 5.2.01 Describe the potential costs and benefits of personal economic choices in a market
economy.
Economics: 5.2.03 Understand fundamental economic concepts.
Economics: 5.2.04 Understand the patterns and results of international trade.
Economics: 5.2.05 Understand the interaction of individuals, families, communities, businesses, and
governments of Tennessee and the United States in a market economy.
English: 0501.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task
completion. History: 5.5.09 Understand America’s role during World War II.
Mathematics: 0506.1.1 Use mathematical language, symbols, and definitions while developing
mathematical reasoning.
Mathematics: 0506.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including
estimation and reasonableness of the solution.
Science: 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy.
A. Vocabulary and Concepts
Vocabulary: Define and/or explain the importance of the following concepts: rationing,
supply and demand, recycling, substitutions, budgets, victory gardens, etc.
Teachers may give a brief quiz at the end of the discussion. Students should answer
questions in complete sentences. Use questions such as:
- What kinds of items were rationed during the war?
- Why were these items rationed (both the general reason for rationing and the reason for
these particular kinds of items)?
- What was a victory garden?
Students can visit http://teacher.scholastic.com/activities/wwii/ahf/life/index.htm to
experience an interactive living room and kitchen, highlighting important concepts
relevant to the American home front.
B. Create shopping list, act as shoppers on ration
budget
After discussing the role of rationing during World War II and highlighting the concept
of supply and demand, students will be asked to create a shopping list (for 3 days worth
of food) and then shop at a pretend grocery store, using ration coupons.
The problem: They will only have a limited amount of money to shop with and a limited
amount of items available for purchase. Students will have to decide which items are
more important (needs vs. wants).
C. Create recipes using substitutions
Now that students understand the concept of rationing, explain the importance of recipe
substitutions. Because some items were unavailable during the war, people had to make
do with other options. People used substitutions instead. (People still do! This is a great
skill for students to learn as it will certainly come in handy when students begin learning
how to cook/bake!) Common recipe items such as sugar, butter, and eggs were rationed
during the war. What are some possible alternatives to sugar, butter, and eggs? Let’s find
out! Students will use math to figure out how recipe substitutions were used. Be sure to
remind students that substitutions only work in certain cases: For example, a banana
cannot be used as a substitute for scrambled eggs…but it can be used in a cake recipe.
Sugar Substitutions: Butter Substitutions:
1 cup sugar = ¾ cup honey 1 cup butter = ¾ cup oil
1 cup sugar = ½ cup fruit juice 1 cup butter = ½ cup fruit puree
Egg Substitutions:
1 egg = 1 banana
1 egg = 1/3 cup applesauce or fruit puree
1 egg = 1 cup milk
Ask questions such as:
- The recipe calls for 2 eggs. Substitute using milk? _____ cups
- The recipe calls for 2 cups sugar. Substitute using honey? _____ cups
- The recipe calls for 3 eggs. Substitute using applesauce? _____ cups
- How many cups of fruit puree does it take to equal 3 cups of butter? _____ cups
- How many cups of juice does it take to equal 4 cups of sugar? _____ cups
D. Organize a scrap drive
Background: According to tn4me.org, ―Children also joined in scrap drives, collecting cans, tin foil,
paper, and metal. They went door to door in their neighborhoods collecting items. For
example, during 1942, Boy Scouts in Nashville led a scrap paper drive for the war
effort. They gathered more than 50 tons of paper from local residents. A metal scrap
drive organized through the Nashville public schools sent children out to ask their parents
and neighbors for old keys. The students amassed more than 3,000 metal keys.‖
* http://www.tn4me.org/article.cfm/a_id/212/minor_id/71/major_id/9/era_id/7
Activity:
Recycling isn’t just a war-time effort! Recycling should ALWAYS be used in order
to help protect the environment!
Have students select a particular item in which to collect and recycle as a class. Let them
choose among items such as batteries, aluminum cans, electronics, plastic bottles, etc.
Set up a recycling box in the classroom and/or in other places that receive traffic
(cafeteria, library, school lobby, a dropoff box outside of the school so that members of
the community can help). Make sure to have announcements about the recycling drive
(school intercom, local radio, flyers) so that others can join in the recycling effort. This
activity probably works best as a long-term, on-going project, in which completion can
be celebrated at the end of the school year.
E. Create a victory garden (Or pretend to create one!)
Planting a class victory garden can be a fun way to end the study of World War II. This is
also a great activity for biology class. First, be sure to get the permission of the principal
and/or other authorities at the school. Select a spot to grow the garden. If a spot cannot be
dug on the school’s lawn, students can grow a plant in a paper cup, filled with soil and
placed near sunlight. Plant a few easy-to-grow fruits or vegetables. Explain the basic
scientific processes relevant to plant growth. Create a plan in which each student has the
chance to water the plants, on a schedule required for the type of plant being grown. Take
measurements of how much the plants grow each day/week.
For more information on how to grow victory gardens, please visit:
http://www.ehow.com/how_4542633_grow-plant-victory-garden.html
http://kids-outdoor-activities.suite101.com/article.cfm/vegetable_garden
However, if this is not a feasible option, students can have the opportunity to imagine
what types of crops he/she would plant in a personal victory garden. Hand out white
pieces of construction paper and crayons/coloring pencils. Students will draw his/her
vision of how a victory garden should look. Include favorite vegetables and fruits.
*Northwestern University Library’s WWII Poster Collection
www.library.northwestern.edu/govinfo/collections/wwii-posters/img/ww1645-38.jpg
For Further Information:
Information about the World War II American Home Front:
http://www.archives.gov/exhibits/a_people_at_war/a_people_at_war.html
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/
timeline/depwwii/wwarii/wwarii.html
http://www.loc.gov/rr/program/bib/WW2/WW2bib.html
http://homefront.mrdonn.org/symbols.html
http://www.nationalww2museum.org/education/for-students/fact-sheets/home-front.pdf
http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.ht
ml
Victory Gardens:
http://americanhistory.si.edu/house/yourvisit/victorygarden.asp
http://www.nationalww2museum.org/assets/pdfs/victory-garden-fact-sheet.pdf
http://www.nationalww2museum.org/assets/pdfs/victory-garden-posters-fact.pdf
Rationing:
http://www.bbc.co.uk/schools/primaryhistory/world_war2/food_and_shopping/ -
Activities about British home front – The interactive rationing activities are fun & useful.
Lesson Plans on American Home Front:
http://edsitement.neh.gov/view_lesson_plan.asp?id=224
Lesson 4: Home Front: Supporting the War
Curriculum Objectives:
Third Grade: Art: 1.1 Use a variety of tools and materials to create a work of art.
Art: 1.2 Use a variety of techniques and processes to produce original works of art that reflect personal
experiences, imagination, and observation.
Art: 3.1 Explore and understand content in works of art by others.
Art: 3.2 Select subject matter and content in their own artworks.
English: 0301.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0301.2.1 Continue to develop basic listening skills necessary for communication. English: 0301.2.2 Continue to develop basic speaking skills necessary for communication.
English: 0301.3.1 Write for a variety of purposes to different audiences.
English: 0301.7.1 Recognize that media can be a source of information and/or entertainment.
Governance: 3.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic
republic.
Fourth Grade: Art: 1.1 Use a variety of tools and materials to create a work of art.
Art: 1.2 Use a variety of techniques and processes to produce original works of art that reflect ideas,
concepts, symbols, and themes.
Art: 3.1 Discuss subject matter, symbols, and ideas in works of art by others.
Art: 3.2 Utilize subject matter, symbols, and ideas in their own artworks. English 0401.1.3 Demonstrate knowledge of standard English sentence structure.
English 0401.2.1 Continue to develop oral language skills necessary for communication.
English 0401.2.2 Continue to develop listening skills necessary for communication.
English 0401.3.1 Write for a variety of purposes and to a variety of audiences.
English 0401.7.1 Recognize that media can be a source of information and/or entertainment.
Governance: 4.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic
republic.
Fifth Grade: Art: 1.1 Demonstrate an understanding of a variety of tools and materials used to create a work of art.
Art: 1.2 Develop skills in a variety of techniques and processes to produce original works of art that reflect ideas, concepts, symbols, and themes.
Art: 3.1 Discuss artistic intent by evaluating subject matter, symbols, and ideas in works of art by others.
Art: 3.2 Experiment with subject matter, symbols, and ideas to create meaning in their own artworks.
Culture: 5.1.02 Discuss cultures and human patterns of places and regions of the world.
Culture: 5.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious,
and socioeconomic groups to the development of civilizations.
English: 0501.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task
completion.
English: 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively.
English: 0501.2.3 Explore the organizational structures of speeches. English: 0501.3.1 Write for a variety of purposes and to different audiences.
English: 0501.7.1 Recognize that media can be a source of information and entertainment.
Governance: 5.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic
republic.
Governance: 5.4.04 Recognize how Americans incorporate the principles of the Constitution into their lives.
History: 5.5.09 Understand America’s role during World War II.
A. Discussion
Key Concepts: propaganda, importance of boosting morale, patriotism, war funding, war
bonds.
Questions to Consider:
What did the U.S. government want citizens to do?
Eliminate wastefulness for all products, Enlist in military, Buy bonds and other saving
certificates, Produce farm products, etc.
Why were these efforts needed?
What is propaganda? Is it a good or bad? What are the benefits/drawbacks of propaganda?
What is a hero? Name different qualities of a hero.
What does it mean to be a good citizen? Name different qualities of a good citizen.
Why is it important to maintain morale during a war?
B. Create a Patriotic Song
Provide a copy of the lyrics to one or more patriotic World War II songs. Let students
listen to audio clips of the songs if possible. Discuss the meanings and purposes of such
songs. Finally, have students create their own patriotic lyrics. Require at least 8-12 lines.
*Visit http://www.archives.gov/exhibits/powers_of_persuasion/audio/audio_files.html to
download a .wav file of ―Any Bonds Today.‖ Several other great audio clips available, as
well.
Lyrics to “Any Bonds Today”
"Any bonds today?
Bonds of freedom
That`s what I`m selling
Any bonds today?
Scrape up the most you can
Here comes the freedom man
Asking you to buy a share of freedom today
Any stamps today?
We`ll be blest
If we all invest
In the U.S.A.
Here comes the freedom man
Can`t make tomorrow`s plan
Not unless you buy a share of freedom today"
C. Watch World War II-related movies
Show movies about World War II (Possibly movies that had Tennessee actress Dinah
Shore – such as ―Thank Your Lucky Stars‖ or ―Follow the Boys‖).
Upon viewing the film, ask students to write a short paper addressing the following topics
and answering the following questions:
- Summarize the movie. - What was the purpose of the movie? - Who is the intended
audience? What emotions did you feel while watching the movie and why did you feel
that way? - Explain how that movie inspired patriotism. - Why do you think the movie
was titled ―Thank Your Lucky Stars‖/‖Follow the Boys‖? - Did you like the movie?
Why or why not? - What did the male characters do during the movie? What did the
female characters do during the movie? - Name 3 ways in which this movie addresses a
topic you’ve learned about in class. – Does this movie remind you of any newer movies?
If so, how?
* add or delete questions/topics as necessary.
Who was Dinah Shore? From the Dinah Shore fan club website: ―Dinah Shore was born Frances Rose Shore on
February 29, 1916 in Winchester, Tennessee…By [1943], the nation was well into World
War II, and Dinah became a popular favorite of the troops. Along with stars like Bing
Crosby and Bob Hope, she did many Command Performances for the armed forces radio
network. Her records rose to the top of the charts. "Blues in the Night" and "I'll Walk
Alone" were her first #1 hits Dinah traveled to Europe to entertain the troops enduring
many hardships and making fans of the troops everywhere. A bridge in France was
named for her. She entertained at the Hollywood Canteen of the USO. There she met a
young actor about to go into the service, George Montgomery. They married December
5, 1943.‖
** http://www.dinahshorefanclub.com/dsbio2.htm
D. Speeches
Listen to a wartime speech by President Franklin D. Roosevelt. Either answer the
following questions in group discussion or have students answer individually using
complete sentences (Answer in complete sentences): Analyze FDR’s speeches or his
―fireside chats.‖ What was the main purpose of these speeches? Who was the intended
audience? Why did the president want to boost morale and encourage patriotism? Is it
important to keep the general public happy/content when the country is at war? Why or
why not? What feelings did FDR’s speeches inspire in listeners? Why do you think
FDR’s addresses to the public were called ―fireside chats‖? How many patriotic words
can you find in his speeches (freedom, win, success, sacrifice, spirit) – underline or
highlight all of the patriotic words you can find. Why did the President choose to use
words such as ―win‖ and ―success‖ rather than ―lose‖ or ―failure‖?
*See appendix for two excerpts taken from two of Roosevelt’s ―fireside chats.‖
E. War Bond Campaign
In this activity, students will examine one or more examples of a war bond poster. Find
two examples of war bond posters in the Appendix.
Both Images:
What does the poster say? What is the purpose of the poster? Who is the intended
audience? Why are the words written in bold or capital letters? Does the use of color
stand out in any way? Do you like the posters – why or why not?
Image 1:
What does the shadow symbolize? How does the purchase of war bonds prevent
American citizens, including children, from being touched by the ―shadow‖? How do
viewers know that the children are Americans? Why is ―War Bonds‖ in bold, capital
letters, and yellow in color?
Image 2:
Compare the hands to the woman and child. What do the hands symbolize? The woman
and child? (Goodness and evil?) To whom do those hands belong and thus represent—
what do the symbols on the hands mean?
After viewing and analyzing a few war bond posters, students can then be allowed to
create their own posters. Remind students to think of a target audience and to think about
what kind of message should be portrayed – why should that audience by war bonds? Use
of color, text, and drawings should help emphasize that message.
For Further Information:
Analyzing Primary Sources-- Posters:
http://www.state.tn.us/tsla/educationoutreach/worksheet_poster.pdf
http://www.pbs.org/thewar/downloads/propaganda.pdf
War Bonds:
http://library.duke.edu/digitalcollections/adaccess/warbonds.html
http://www.u-s-history.com/pages/h1682.html
Fireside Chats:
http://www.archives.gov/education/lessons/fdr-fireside/
http://docs.fdrlibrary.marist.edu/firesi90.html
Franklin D. Roosevelt
http://www.whitehouse.gov/about/presidents/franklindroosevelt - Biography
http://www.nps.gov/archive/elro/glossary/roosevelt-franklin.htm
Music during WWII:
http://users.dickinson.edu/~history/product/garrity/section2.html
Dinah Shore: http://www.dinahshorefanclub.com/
http://www.imdb.com/name/nm0794918/
http://www.imdb.com/title/tt0036832/ - Follow the Boys
http://www.imdb.com/title/tt0036422/ - Thank Your Lucky Stars
Posters:
http://www.history.com/photos/world-war-ii-posters
http://americanhistory.si.edu/victory/
http://www.trumanlibrary.org/museum/posters/index.html
http://www.pbs.org/thewar/search_results.php?media_id=19&search_type=media&keyw
ord=Posters
Lesson 5: Women, African-Americans, and
Children during World War II
*”Every Man, Woman, and Child is a Partner.” 1942. US War Production Board.
Northwestern University Library’s WWII Poster Collection
http://www.library.northwestern.edu/govinfo/collections/wwii-posters/img/ww0207-06.jpg
Curriculum Objectives: Third Grade: Art: 1.3 Use a variety of techniques and processes to produce original works of art that reflect personal
experiences, imagination, and observations.
Art: 5.2 Discuss the characteristics and merits of their own work and the work of others.
Culture: 3.1.04 Understand the contributions of individuals and people of various ethnic, racial, religious,
and socioeconomic groups to Tennessee. English: 0301.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0301.2.1 Continue to develop basic listening skills necessary for communication.
English: 0301.2.2 Continue to develop basic speaking skills necessary for communication.
English: 0301.3.1 Write for a variety of purposes to different audiences.
Fourth Grade: Art: 1.2 Use a variety of techniques and processes to produce original works of art that reflect ideas,
concepts, symbols, and themes.
Art: 3.1 Discuss subject matter, symbols, and ideas in works of art by others.
Art: 3.2 Utilize subject matter, symbols, and ideas in their own artworks.
English: 0401.1.3 Demonstrate knowledge of standard English sentence structure. English: 0401.2.1 Continue to develop oral language skills necessary for communication.
English: 0401.2.2 Continue to develop listening skills necessary for communication.
English: 0401.3.1 Write for a variety of purposes and to a variety of audiences.
Social Studies: 4.1.04 Understand the contributions of individuals and people of various ethnic, racial,
religious, and socioeconomic groups to Tennessee.
Fifth Grade: Art: 2.1 Use the elements and principles of art to communicate ideas. Art: 3.1 Discuss artistic intent by evaluating subject matter, symbols, and ideas in works of art by others.
Art: 3.2 Experiment with subject matter, symbols, and ideas to create meaning in their own artworks.
English: 0501.1.3 Demonstrate knowledge of standard English sentence structure.
English: 0501.2.1 Continue to develop critical listening skills necessary for comprehension and task
completion.
English: 0501.2.2 Continue to develop strategies for expressing thoughts and ideas clearly and effectively.
English: 0501.3.1 Write for a variety of purposes and to different audiences.
History: 5.5.09 Understand America’s role during World War II.
History: 5.5.10 Understand the economic growth and social transformation of post WWII.
Development: 5.6.01 Recognize the impact of individual and group decisions on citizens and communities
in a democratic republic.
A. Women Enter the Workforce
First, give a short lecture over the role of women during World War II. Next, students
should examine the photos provided below. Have a class discussion, addressing questions
such as the following: What type of work did women perform prior to WWII? What work
did women perform during WWII? What are these women doing in the pictures below?
Why are they performing such actions? Before the war, most women did not work, but
instead stayed at home as housewives. Why would a war cause women to leave the home
and enter the workforce? What emotions do the women show in both pictures? Do they
seem happy or proud about the work they are performing? If so, why would they be
happy or proud about the work they are performing? In what ways did women gain more
difficulties and obstacles during the war? In what ways did women benefit from war?
Upon war’s end, as men came home from war and returned back to the workforce,
women were expected to go back to their traditional roles at home—How do you think
women felt about that? Why wouldn’t a woman want to go back to her traditional role as
simply a housewife? Do you think women enjoyed having more tasks to do and being
given more responsibility—work that they could take pride in?
At the end of discussion, students can have the opportunity to write a letter. Students will
write from the perspective of a female during World War II who has recently transitioned
from a stay-at-home mom lifestyle to a full-time worker at a local aircraft factory. The
recipient will be the woman’s husband, who is fighting overseas. Tell the husband how
your life has changed – what new job you are performing – do you like it? Why or why
not? – How does your new job make you feel? Proud? – Do you miss your old ―job‖?
Also – consider questions you would want to ask your husband regarding his job. What
might he be experiencing/feeling?
Working on a "Vengeance" dive bomber Vultee [Aircraft Inc.], Nashville, Tennessee. Feb 1943.
Library of Congress. Call Number LC-USW36-42
Operating a hand drill at Vultee-Nashville woman is working on a "Vengeance" dive bomber, Tennessee. Feb. 1943
Library of Congress. Call Number LC-USW36-295
B. The Role Of African-Americans
Examine the photograph below. What are the two men doing in the photograph? What
does the text suggest? What is the main message of this picture? Who is the intended
audience? Why did the United States government want unity between white and black
workers? In what ways would their unity benefit the war effort? What colors were used in
this picture? Why were those colored selected – are they symbolic? Why is the text in
bold, all-caps letters? How does this poster make you feel? Do you like it or dislike it?
Why?
* Photograph by Alexander Liberman, 1943.
National Archives (NWDNS-44-PA-370)
C. Children: Growing Up Fast
Research how the war impacted children (in Tennessee or America, in general).
The website ―Tennessee 4 Me‖ is a great source that pertains more towards Tennessee
children: http://www.tn4me.org/article.cfm/a_id/212/minor_id/71/major_id/9/era_id/7
In a paragraph or two, answer the following questions, as best as possible (Take guesses
if you’re not sure!):
How did American children feel during the war? Were they aware of the war? To what
extent? In what ways did children help out with the war effort? How did life change for
children during the war? What sacrifices did children have to make during the war?
Finally, answer these questions: Imagine being a child living during World War II. What
would have been the worst sacrifice you would have had to make? Why?
D. Peace!
Now that students have studied various aspects of war, let’s end the study of World War
II by focusing on the importance of peace. Hand out white pieces of construction paper.
On one side, ask students to number 1 through 5. Beside each number, students should
write one reason that peace is important or alternatively a way in which he/she can
promote peace on a daily basis. On the back of the paper, students are to draw his or her
idea/vision of peace.
For Further Information:
Women during the war: http://wingsacrossamerica.us/wasp/
http://www.archives.gov/exhibits/a_people_at_war/women_who_served/wafs_wasp.html
http://www.loc.gov/exhibits/wcf/wcf0001.html
http://www.loc.gov/rr/program/journey/rosie.html
http://www.pbs.org/thewar/search_results.php?subjects_id=18&search_type=subjects&k
eyword=Women%92s+Roles
http://www.pbs.org/wgbh/peoplescentury/teachers/tgtotal.html
http://www.nationalww2museum.org/education/for-teachers/lesson-plans/working-
women-editorial.pdf
http://www.nationalww2museum.org/education/for-students/fact-sheets/women-in-w.pdf
http://www.loc.gov/rr/program/journey/rosie.html
African-Americans during the war:
http://www.pbs.org/thewar/search_results.php?subjects_id=24&search_type=subjects&k
eyword=African+Americans
http://www.pbs.org/thewar/search_results.php?subjects_id=16&search_type=subjects&k
eyword=Segregation
http://www.nationalww2museum.org/education/for-teachers/lesson-plans/take-a-
memo.pdf
http://www.nationalww2museum.org/education/for-teachers/lesson-plans/poetry.pdf
http://www.nationalww2museum.org/education/for-students/fact-sheets/african-
americans.pdf
Children during the war: http://www.pbs.org/thewar/search_results.php?subjects_id=17&search_type=subjects&k
eyword=Children
http://www.gilderlehrman.org/historynow/12_2007/lp4.php
Social Change:
http://www.pbs.org/thewar/search_results.php?subjects_id=15&search_type=subjects&k
eyword=Social+Change
http://www.gilderlehrman.org/teachers/module19/intro_pop15.html
Appendix:
Lesson 1.A:
Chronological Timeline:
September 3, 1939:
UK and France declare war on Germany
June 22, 1941:
Germany invades Soviet Union
December 7, 1941:
Japanese Imperial Fleet bombs US Pacific Fleet in Pearl Harbor
December 8, 1941:
The United States of America declares war on the Empire of Japan
December 11, 1941:
United States declares war on Germany and Italy
June 6, 1944:
Allies invade Normandy, France
May 7, 1945:
Germany surrenders to the Allies
August 6, 1945:
United States bomber, Enola Gay, drops atomic bomb on Hiroshima, Japan
August 9, 1945:
US bomber, Bock's Car, drops atomic bomb on Nagasaki, Japan
August 14, 1945:
Japan surrenders to Allies
Timeline – Here are the major events of World War II. Cut out each event and
place it in the correct, chronological order by pasting it on a piece of construction
paper.
August 9, 1945: US bomber, Bock's Car, drops atomic bomb on Nagasaki, Japan
September 3, 1939: UK and France declare war on Germany
December 8, 1941: The United States of America declares war on the Empire of Japan
June 6, 1944: Allies invade Normandy, France
August 14, 1945: Japan surrenders to Allies
June 22, 1941: Germany invades Soviet Union
May 7, 1945: Germany surrenders to the Allies
December 11, 1941: United States declares war on Germany and Italy
August 6, 1945: United States bomber, Enola Gay, drops atomic bomb on Hiroshima,
Japan
December 7, 1941: Japanese Imperial Fleet bombs US Pacific Fleet in Pearl Harbor
Lesson 4.D
excerpt from FDR’s Opening Third War Loan Drive
―The American people will never stop to reckon the cost of redeeming civilization. They know
there never can be any economic justification for failing to save freedom.
And we can be sure that our enemies will watch this drive with the keenest interest. They know that success in this undertaking will shorten the war. They know that the more money the
American people lend to their Government, the more powerful and relentless will be the
American forces in the field. They know that only a united and determined America could
possibly produce on a voluntary basis so huge (large) a sum of money as fifteen billion dollars.
The overwhelming success of the Second War Loan Drive last April showed that the people of
this Democracy stood firm behind their troops.
This (The) Third War Loan, which we are starting tonight, will also succeed --because the
American people will not permit it to fail.
I cannot tell you how much to invest in War Bonds during this Third War Loan Drive. No one
can tell you. It is for you to decide under the guidance of your own conscience.
I will say this, however. Because the Nation's needs are greater than ever before, our sacrifices
too must be greater than they have ever been before.
Nobody knows when total victory will come -- but we do know that the harder we fight now, the more might and power we direct at the enemy now, the shorter the war will be and the smaller the
sum total of sacrifice.
Success of the Third War Loan will be the symbol that America does not propose to rest on its
arms -- that we know the tough, bitter job ahead and will not stop until we have finished it.
Now it is your turn!
Every dollar that you invest in the Third War Loan is your personal message of defiance to our common enemies -- to the ruthless savages (militarists) of Germany and Japan -- and it is your
personal message of faith and good cheer to our Allies and to all the men at the front. God bless
them! ―
***http://docs.fdrlibrary.marist.edu/090843.html
September 8, 1943: Opening Third War Loan Drive – Franklin Roosevelt From the FDR Presidential Library and Museum
-------- > See next page
Excerpt from Report on the Home Front
―MY FELLOW AMERICANS:
As you know, I have recently come back from a trip of inspection of camps and training
stations and war factories.
The main thing that I observed on this trip is not exactly news. It is the plain fact that the
American people are united as never before in their determination to do a job and to do it
well.
This whole nation of one hundred and thirty million free men, women and children is
becoming one great fighting force. Some of us are soldiers or sailors, some of us are
civilians. Some of us are fighting the war in airplanes five miles above the continent of
Europe or the islands of the Pacific -- and some of us are fighting it in mines deep doom
in the earth of Pennsylvania or Montana. A few of us are decorated with medals for
heroic achievement, but all of us can have that deep and permanent inner satisfaction that
comes from doing the best we know how -- each of us playing an honorable part in the
great struggle to save our democratic civilization.
Whatever our individual circumstances or opportunities -we are all in it, and our spirit is
good, and we Americans and our allies are going to win -- and do not let anyone tell you
anything different.
That is the main thing that I saw on my trip around the country -- unbeatable spirit. If the
leaders of Germany and Japan could have come along with me, and had seen what I saw,
they would agree with my conclusions. Unfortunately, they were unable to make the trip
with me. And that is one reason why we are carrying our war effort overseas -- to them.‖
http://docs.fdrlibrary.marist.edu/101242.html
October 12, 1942: Report on the Home Front – Franklin Roosevelt
From the FDR Presidential Library and Museum
Lesson 4.E
* National Archives (NWDNS-44-PA-97) by Lawrence B. Smith, 1942
* National Archives (NWDNS-44-PA-97) by G.K. Odell
Additional Resources:
WWII Audio Files (Songs, Speeches, Video):
http://www.archives.gov/exhibits/powers_of_persuasion/audio/audio_files.html
http://americanhistory.si.edu/militaryhistory/resources/video/Lesson9.asx - brief 4-minute
clip from History channel showing propaganda cartoons (Donald Duck, Seven Dwarfs,
Bugs Bunny, and more) targeted at children
http://www.fortunecity.com/tinpan/parton/2/ww2.html - song lyrics
http://www.archives.gov/research/ww2/sound-recordings.html
Posters:
http://www.history.com/photos/world-war-ii-posters
http://americanhistory.si.edu/victory/
http://www.trumanlibrary.org/museum/posters/index.html
http://www.pbs.org/thewar/search_results.php?media_id=19&search_type=media&keyw
ord=Posters
Pictures:
http://rs6.loc.gov/fsowhome.html
http://www.pbs.org/thewar/search_results.php?media_id=12&search_type=media&keyw
ord=Photos%3A+Home+front
Activities:
http://www.historyonthenet.com/Lessons/worksheets/ww2.htm - contains printable word
searches and other activities
Collections:
http://lcweb2.loc.gov/amhome.html - American Memory from LOC
Analyzing Primary Sources:
http://www.trumanlibrary.org/psource.htm