e-WV Lesson Plan
Economic and Industrial Growth
during World War II
Objective: Students will understand the economic and industrial growth
experienced by West Virginia during World War II.
GRADE LEVEL
Eighth Grade
TIME REQUIRED
Two to three class periods
GUIDING QUESTIONS
1. How did the chemical industry of West Virginia grow as a result of World War II?
2. How did the steel industry of West Virginia grow as a result of World War II?
3. How did the coal industry of West Virginia grow as a result of World War II?
4. What was the economic impact upon the state as a result of the growth of the chemical industry?
5. What was the economic impact upon the state as a result of the growth of the steel industry?
6. What was the economic impact upon the state as a result of the growth of the coal industry?
STRATEGIC VOCABULARY
chemical
steel
coal
LESSON ACTIVITIES
1. Open the class session with a general discussion of World War II and the impact of the attack of Pearl
Harbor on the country. Include in this discussion the chemical, coal, and steel industries and
the response of our citizens to this national crisis. This article may provide useful information:
l World War II: http://www.wvencyclopedia.org/articles/1353
2. Before beginning this portion of the activity, secure a computer for each student. (You may use a
small number of computers and rotate students through this activity).
3. Assign one of the areas—chemical, coal, or steel—to each of the students.
4. Students are to research their topic by viewing/reading the following articles:
l Chemical industry: http://www.wvencyclopedia.org/articles/1124
l Chemical industry/synthetic rubber: http://www.wvencyclopedia.org/articles/677
l Chemical industry/DuPont Belle Works: http://www.wvencyclopedia.org/articles/1985
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Chemical industry/Dow Chemical Company http://www.wvencyclopedia.org/articles/1950
l Coal industry: http://www.wvencyclopedia.org/articles/1349
l Coal industry/United Mine Workers: http://www.wvencyclopedia.org/articles/835
l Steel industry: http://www.wvencyclopedia.org/articles/586
l Steel industry/Weirton Steel: http://www.wvencyclopedia.org/articles/973
l Steel industry/Wheeling-Pitt: http://www.wvencyclopedia.org/articles/1223
Additional information can be found at http://www.wvencyclopedia.org/,
http://wvhumanities.org/LaborHistory.htm, or at other sites on the web.
5. While researching their topic, the students should take notes in preparation for creating their tri-fold
brochure.
6. Students are to create a tri-fold brochure for their assigned topic—chemical, coal, or steel. When
creating this tri-fold, students should focus on summarizing the significant aspects of the
economic and industrial growth experienced by West Virginia during World War II. Also, when
possible, pictures/maps should be included in an effort to convey the growth of these industries. All
tri-fold brochures should be printed and posted around the classroom or in the hallway for other
students to view once the assignment has been completed. As an alternative to the tri-fold,
some students may complete a “Wanted” poster for each of these areas.
7. Once the tri-folds have been completed, allow the students to group themselves by topic to briefly
discuss the topic—chemical, coal, or steel—and the significant economic and industrial growth
experienced by West Virginia.
8. After the discussion period, select one student from each group to present this information to the rest
of the students—maximum of three students.
9. During this time, students should complete the attached graphic organizer in an effort to better grasp
the impact of World War II on the other industries not covered by their tri-fold brochure. Teacher may
also want to enhance the presentation by sharing additional information not mentioned by the
students.
10. Ticket Out The Door: Students will briefly list/describe how these industries affected the economy
of West Virginia.
l
WEST VIRGINIA NEXT GENERATION
CONTENT STANDARDS AND OBJECTIVES
SOCIAL STUDIES
SS.8.H.CL6.1: Students will summarize the significant aspects of the economic and industrial growth
experienced by West Virginia during World War II (e.g. chemical industry, steel industry
and coal industry).
LITERACY
SS.6-8.L.1: Cite specific textual evidence to support analysis of primary and secondary sources, attend
ing to such features as the date and origin of the information.
SS.8.H.CL6.1: Summarize the significant aspects of the economic and industrial growth experienced
by West Virginia during World War II (e.g. chemical industry, steel industry, and coal industry).
SS.6-8.L.1: Cite specific textual evidence to support analysis of primary and secondary sources, attend
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ing to such features as the date and origin of the information.
SS.6-8.L.2: Determine the central ideas of information of primary or secondary sources; provide an
accurate summary of the source distinct from prior knowledge or opinions.
SS.6-8.L.4: Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
SS.6-8.L.5: Describe how a text presents information (e.g., sequentially, comparatively and causally).
SS.6-8.L.7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
SS.6-8.L.8: Distinguish among fact, opinion, and reasoned judgment in a text.
SS.6-8.L.9: Analyze the relationship between a primary and secondary source on the same topic.
SS.6-8.L.11: Write arguments focused on discipline-specific content:
• Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
• Use words, phrases and clauses to create cohesion and clarify the relationship among claim(s),
counterclaims, reasons and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the argument
presented.
SS.6-8.L.13: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
SS.6-8.L.14: With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
SS.6-8.L.15: Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
SS.6-8.L.17: Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format
for citations.
SS.6-8.L.18: Draw evidence from informational texts to support analysis, reflection, and research.
Lesson plan created by Paula Meadows, Sherman Junior High School, [email protected].
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