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 Educations 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 Martins 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 Americas 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 ammunition artillery attack Axis Powers bomb capture casualty civilians counter attack emergency evacuate headquarter home front internment maneuvers morale rations retreat sabotage salvage scrap signal sniper submarine substitution supply ship territory torpedo war bonds weapon 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 Americas 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 Americas 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, its 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 countys actions/efforts were important.

For a complete list of Tennessee county histories, visit: http://tennesseeencyclopedia.net/showcat.php?cat=CountyHistory&dcat=County %20History 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 30th 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:
Heres 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-andpa.pdf

Lesson 3: Home Front: Rationing

*Northwestern University Librarys 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 Americas 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? Lets 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 eggsbut it can be used in a cake recipe.

Sugar Substitutions: 1 cup sugar = cup honey 1 cup sugar = cup fruit juice Egg Substitutions: 1 egg = 1 banana

Butter Substitutions: 1 cup butter = cup oil 1 cup butter = cup fruit puree

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 isnt 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 schools 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 Librarys 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/ti meline/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.html 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 Americas 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 youve 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, TennesseeBy [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 FDRs 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 FDRs speeches inspire in listeners? Why do you think FDRs 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 Roosevelts 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 representwhat 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&keyword=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 Librarys 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 Americas 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 wars end, as men came home from war and returned back to the workforce, women were expected to go back to their traditional roles at homeHow do you think women felt about that? Why wouldnt 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 responsibilitywork 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 womans 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 youre 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, lets 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&keyword=Women%92s+Roles http://www.pbs.org/wgbh/peoplescentury/teachers/tgtotal.html http://www.nationalww2museum.org/education/for-teachers/lesson-plans/working-womeneditorial.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&keyword=African+Americans http://www.pbs.org/thewar/search_results.php? subjects_id=16&search_type=subjects&keyword=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/africanamericans.pdf Children during the war: http://www.pbs.org/thewar/search_results.php? subjects_id=17&search_type=subjects&keyword=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&keyword=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 FDRs 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&keyword=Posters

Pictures: http://rs6.loc.gov/fsowhome.html http://www.pbs.org/thewar/search_results.php? media_id=12&search_type=media&keyword=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