History Reference Center - Basic Search
The Basic Search screen is the default search screen in History Reference Center and offers keyword searching, as well
as the ability to browse U.S. or World History, browse popular sources, and search for Images and Videos.
To create a Basic Search:
1. From the Basic Search Screen, enter your search terms and click Search.
A Result List of articles that match your search is displayed.
2. Click on the title to view the article details screen, or click the full-text link to view the complete article. Hover your
cursor over the preview
icon to view article details, or click the folder
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icon to save the article to your personal folder.
Notes:
• The search box is displayed above the result list. Your search terms, limiters, and expanders are retained.
• To revise your search, you can apply the limiters under Refine Results. Click the Show More link to view all
available limiters and expanders.
• If you click the History Reference Center logo, you are returned to the Home Page with your search terms cleared
and search parameters reset.
• If you click the Advanced Search link, you are taken to the Advanced Search Screen with your search terms
carried forward.
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History Reference Center - Advanced Search
You may conduct advanced searches in History Reference Center using a single search box or multiple search boxes
(guided search).
Advanced Search - Single
The single search field offers ease of use to expert researchers who have developed more extensive search strategies.
To use Advanced Search with Single Field:
1. Click the Advanced Search link below the search box.
2. On the Advanced Search Screen, enter your search terms.
3. Select from the available Search Options:
◦ Search modes – Use specific search modes, such as “Find all of my search terms,” or “SmartText
Searching,” or use search options that expand your search such as “Apply related words.”
◦ Limit your results – such as Full Text or Publication type.
4. Click the Search button.
A Result List of articles that match your search terms is displayed.
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5. Click on the title to view the article details screen, or click the full-text link to view the complete article. Hover your
cursor over the preview
icon to view article details, or click the folder
icon to save the article to your personal folder.
Advanced Search - Guided
Multiple search fields assist you in creating a more targeted search.
To use Guided Search:
1. Click the Advanced Search link below the search field.
2. Enter your search terms on the Advanced Search Screen.
3. Choose the search field from the optional Select a Field drop-down list (for example, search in only the Subject
Terms field of the citation).
4. Repeat steps 1 and 2 for the second set of fields.
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5. Select a Boolean operator (AND, OR, NOT) to combine the two field entries.
6. You can enter another Boolean operator, keyword and search field in the third set of fields.
If you need additional rows, click the (+) link (if available). If enabled by your library administrator, up to 12 rows
can be displayed. To delete a row, click the (-) link.
7. Select from the available Search Options:
◦ Search modes – Use specific search modes, such as “Find all of my search terms,” or “SmartText
Searching,” or use search options that expand your search such as “Apply related words.”
◦ Limit your results – such as Full Text or Publication type.
8. Click the Search button.
A Result List of articles that match your search terms is displayed.
9. Click on the title to view the article details screen, or click the full-text link to view the complete article. Hover your
cursor over the preview
icon to view article details, or click the folder
icon to save the article to your personal folder.
Notes:
• Search fields always display above the result list. Your search terms, limiters, and expanders are retained until you
click New Search or the product logo.
• To revise your search, you can apply the limiters under Refine Results. Click the Show More link to view all
available limiters and expanders.
• If you click the History Reference Center logo, you are returned to the home page with your search terms cleared
and search parameters reset.
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History Reference Center - Browse Popular Sources
History Reference Center allows you to browse popular sources from the Basic Search screen.
To Browse Popular Sources:
1. From the Basic Search screen, select a source from the list of available books. Browse the sources using the
arrows on the left and the right.
A Result List displays the book's chapters.
2. Click HTML Full Text to see full text for the chapter. Click the Result List link to go back and view all available
chapters from the book.
Note: If a book is available in PDF Full Text format, it will be displayed in the PDF Full Text Viewer with all chapters
available on the left side.
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History Reference Center - Browse Topics by U.S. or World History
History Reference Center allows users to browse topics relating to World History or U.S. History.
To browse by U.S. or World History:
1. From the Home screen, click U.S. History or World History.
2. From within the selected category, click on a Subject.
3. Choose a topic from the displayed list.
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4. Click the title of an item in the result list to view the article detail page, or click on an HTML or PDF full text link to
view the complete article.
3. Click on the title to view the article details screen, or click the full-text link to view the complete article. Hover your
cursor over the preview
icon to view article details, or click the folder
icon to save the article to your personal folder.
Note: If you perform a keyword search while viewing a Subject page, History Reference Center searches the entire
database—your results are not limited to the Subject selected.
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Scavenger Hunt You’re going on a History Reference Center Scavenger Hunt! When you’re done, you’ll have lots of information to help you the next time you use HRC. Follow the instructions below and answer all of the questions. Please ask your teacher or instructor if you need any assistance! 1) Take a look at the History Reference Center Home Page. It should look like the screen pictured below. Using your computer screen (not the picture!), name 5 features or functions you see on your screen: ________________ ________________ _________________ _________________ ________________ 2) Locate the Featured History Topic panel to the right of the screen. This panel highlights an interesting historical topic. What topic is featured today? _____________________________________________________________________________________ 3) Locate the Find box. Type in Abraham Lincoln. Click Search. How many results do you get? ______ 4) Locate the Refine your results panel to the left of your screen. It should look like the picture below. You can use this panel to help narrow your search results. This panel features several headings, including Source Types, Subject, and Publication. You can expand these headings by clicking the small triangle to the left of each. Let’s try filtering by Subject. Click the triangle next to the title. Then, put a check in the boxes next to LINCOLN, Abraham, 1809‐1865, and PRESIDENTS ‐‐United States. Click Update. This will narrow your result list to include items with only these subjects. How many results do you get? _________ You can also search by Source Type. Expand the section and put a check in the box labeled Primary Source Documents. This will limit your results to include only primary sources. 5) Now, locate the Sort dropdown menu at the top of your result list. It looks like the picture at right. This is another tool you can use to organize your search results. What are your choices? _____________________________________________________________________________________ 6) Choose the option Relevance (Note: this may be the default sort). This will organize your results so that the most relevant articles are listed first. Click the title of the first article listed and open the full record. Write down the following: a. Title of Article:_______________________________________________________________ b. Name of Author:_____________________________________________________________ c. Title of Source:_______________________________________________________________ d. Date of Publication:___________________________________________________________ 7) Let’s try another kind of search. Click on the HRC logo at the top left of your screen to return to the home page (remember, you can use this feature any time you want to start over). Below the Find box, you’ll find the Browse Subjects panel. This panel can help guide you in your research by allowing you to browse through historical topics by subject. There are 2 pictures featured in the panel. What subject does the picture at right represent? _____________________________________________________ Click on the U.S. History subject. This will bring you to a list of subtopics you can browse through. Choose Expansion & Manifest Destiny (1784‐1860). Another list of subtopics will be displayed. Choose one that you’re interested in learning about. Which topic did you choose? _____________________________________________________________ Browse through some of the articles and sources about your topic to learn more about it. Name 2 interesting facts you learned: _________________________________________ __________________________________________ 8) Let’s check out some more helpful features of HRC. Return again to the home page. Locate the Browse Popular Sources panel near the bottom of your screen. This panel features pictures of reference books about a variety of historical topics. You can use the scroll arrows to browse through them. Clicking on a picture will bring you to a Result List with articles from each source. Try it out! 9) Look to the right of your screen. Locate the Reference Shelf Panel. It looks like the picture below. The links inside this panel allow you to quickly access tools that can help you with your research. ‐
The _________________ link provides you with tools that can help you with your research, including tips to avoid plagiarism and guidelines for taking good notes. ‐
The _________________ link allows you to find the definition of any unfamiliar term you may come across. ‐
The _________________ link helps you to create proper citations using three of the most widely used citation styles. 10) Return again to the HRC home page and look at the top of your screen. You should see a toolbar that looks like the one pictured below. This toolbar allows you to quickly access even more tools that can help you with your research. Which button do you think you should click on if you wanted to: a) Search for a video of Martin Luther King’s I Have a Dream Speech? ________________________ b) Search for articles about Ancient Egypt? _____________________________________________ c) Find articles from American History magazine? ________________________________________ Congratulations, you’re finished! Feel free to explore HRC on your own to find more helpful features and interesting content. Remember to ask your teacher or instructor if you have any questions! Note to instructors: Because the vast majority of questions have no single correct answer, no answer key is provided. World War II: On the Home Front – Lesson Plan
While many Americans were fighting overseas during World War II, their wives, children, parents, sisters
or brothers remained at home. The activities in this lesson are designed to engage students with primary
sources and help them to better understand the impact that World War II had on those living on the
home front. This lesson is designed for high school students, but is flexible enough that it can be
modified with alternate readings and activities for middle school students. All readings in this lesson are
available in EBSCO’s History Reference Center.
Unit Objectives
1. Students will recognize the impact that World War II had on Americans at home and the
sacrifices they made to support the war effort.
2. Students will examine the role of civilians, including women and children, during times of war.
3. Students will understand how the rationing of food and supplies could affect their own lives.
Curriculum Standards






CCSS.ELA-Literacy.RH.9-10.1 - Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-Literacy.RH.9-10.9 - Compare and contrast treatments of the same topic in several
primary and secondary sources.
CCSS.ELA-Literacy.WHST.9-10.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.8 - Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 - Draw evidence from informational texts to support analysis,
reflection, and research.
Essential Questions
1. How did families at home support the war effort?
2. Why was rationing so important during WWII?
3. There were benefits to rationing. With less gasoline and rubber, traffic deaths dropped sharply.
Can you think of other ways in which rationing might have benefitted Americans?
4. How would you change your eating habits if your foods were rationed tomorrow as in 1943?
Readings
Musto, R. J. "Struggle, Strife And Sacrifice On The Home Front. (Cover Story)." History Magazine 10.6
(2009): 12-15. History Reference Center. Web. (AN 43825289)
Ossian, Lisa L. "Grenades In Toyland." World War II 26.3 (2011): 62-67. History Reference Center. Web.
(AN 64442843)
Studebaker, John W. "30,000,000 SOLDIERS For Our New Third Front." Saturday Evening Post 215.13
(1942): 15. History Reference Center. Web. (AN 18992583)
Procedure
This suggested procedure can be modified as the teacher sees fit.

Day 1
Assign readings to students 2-3 days before the class lesson, or have students complete one of the
readings during class time on the first day of the lesson. Remaining two readings can be assigned for
homework.
After completing the readings, have students answer the following questions in complete sentences
(individually or in small groups).
1.
2.
3.
4.
Which goods were rationed? List as many items as you can.
Identify two tactics the government used to urge Americans to conserve gasoline.
What were Victory Gardens?
What did the federal government do to help reduce the nation’s debt? How did movie star Lana
Turner help this campaign?
5. How did children support the war effort?
6. How did World War II affect the manufacturing of children’s toys?
7. How did World War II influence clothing fashions?

Day 2
1. Review readings and comprehension questions.
2. Distribute Handout 1
 Talk about the items on the list of rationed goods
 Look at the historical photos of war ration books and people using them. Explain that there
were four war ration books issued during WWII, each containing stamps that were valid on
specific goods during specific times. An image gallery with additional images of war ration
books can be found here: http://www.nationalww2museum.org/learn/education/forstudents/ww2-history/take-a-closer-look/ration-books.html
3. Homework: Complete the Meal & Snacks Log (Handout 2)

Day 3
1. Working in small groups, use library resources and/or the internet to find 3-5 images of
advertisements from World War II that encourage citizens to conserve fuel, food or other
supplies. How does each image influence the consumer? Consider both the images, words or
slogans used.
2. Present your findings to the class.
Extension Activities
1. Technology: Assign students to create a poster, infographic or other visual representation
showing the economic, social and political benefits of rationing using a tool such as Canva,
Piktochart, or emaze. This can be an individual or group activity.
2. Art: Have the students design a flyer in the style of the WWII rationing flyers. Ask them to
include persuasive wording and visuals to boost the morale of citizens being asked to ration.
Include one or more specific items to be rationed (based on your research) and emphasize how
those items are needed for the war effort.
3. Math: Provide to students a mock war ration book with stamps worth a certain number of
points. Assign point values to food items and ask students to determine a grocery shopping list
that makes the most of the points allotted.
4. Interviewing/Writing/Oral Presentation: Have students interview grandparents or greatgrandparents about their experiences on the home front during World War II and then present
what they learned to the class.
5. Writing: Write a five-paragraph essay answering the following question: Why was rationing so
important during World War II? Be sure to address the ways in which it helped both soldiers on
the war front and civilians on the home front. Your essay should contain an introduction that
states your thesis, three body paragraphs with clear topic sentences and supporting evidence,
and a conclusion that ties your ideas together and leaves an impression that stays with your
readers after they’ve finished reading your essay.
6. Role Play: Select students in the class to assume the roles of a child, homemaker, factory
worker, or wounded soldier on leave. Ask remaining students to interview them about their
experiences in a panel discussion format.
Assessment
Formative Assessments:


Evaluate student participation in class discussion.
Evaluate individuals taking part in group work.
Sample Summative Assessments:


Infographic – Review infographic and/or student presentation of the infographic. Visuals
accurately reflect the economic, social and political benefits of rationing.
Essay – Look for a clear thesis, effective development of ideas, use of relevant supportive
evidence, and proper structure, spelling and grammar.
Additional Resources for Educators
“Enough to Go Around.” America in WWII. Web.
http://www.americainwwii.com/articles/enough-to-go-around/
“Primary Sources: Rationing.” National WWII Museum of New Orleans. Web.
http://www.nationalww2museum.org/learn/education/for-teachers/primary-sources/rationing.html
“Rationing in World War II: An Introduction to a Collection.” Oklahoma Department of Libraries. Web.
http://www.odl.state.ok.us/oar/resources/rationing/
“U.S. Rationing During World War II.” Smithsonian Education. Web.
http://www.smithsonianeducation.org/educators/lesson_plans/idealabs/rationing.html
Handout 1: Rationed Goods in the USA During World War II
A wide variety of commodities were rationed in the United States during World War II. Rationing ended
when supplies were sufficient to meet consumer demand.
Rationed Items
Tires
Scrap metal (iron, steel, copper and tin)
Cars
Scrap Paper
Bicycles
Silk stockings (nylons)
Gasoline
Sugar
Fuel oil & kerosene
Coffee
Solid Fuels (wood, charcoal, coal, etc.)
Processed Foods (canned soups, canned fruit,
Stoves
canned vegetables, baby food)
Rubber
Meats, canned fish
Shoes
Milk, eggs, cheese & fats (butter, lard, etc.)
Typewriters
Chocolate
_____________________________________________________________________________________
The instructions inside ration booklets read as follows:
1. This book is valuable. Don't lose it.
2. Each stamp authorizes you to purchase rationed goods in the quantities and at the times
designated by the Office of Price Administration. Without the stamps you will be unable to
purchase these goods.
3. Detailed instructions concerning the use of the book and the stamps will be issued. Watch for
those instructions so that you will know how to use your book and stamps.
4. Do not tear out stamps except at the time of purchase and in the presence of the storekeeper,
his employee, or a person authorized by him to make delivery.
5. Do not throw this book away when all of the stamps have been used, or when the time for
their use has expired. You may be required to present this book when you apply for subsequent
books.
Rationing is a vital part of your country's war effort. This book is your Government’s guarantee of
your fair share of goods made scarce by war, to which the stamps contained herein will be assigned
as the need arises.
Any attempt to violate the rules is an effort to deny someone his share and will create hardship and
discontent. Such action, like treason, helps the enemy.
Give your whole support to rationing and thereby conserve our vital goods. Be guided by the rule:
"If you don't need it, DON'T BUY IT."
―US Government Printing Office 1943
Rationing books for meat, cooking fat, and other foods. Getty Images ©1942.
Three copies of the new ration book, which combines the previous three books; the main food book, the
clothing book and the sweet and chocolates ration book, opened at various pages.
(Photo by Keystone/Getty Images) Image date: May 15, 1943
Small school boy using a family "War Ration Book Two" during World War II, 1943. ©National Archives
Mrs. Whitham, mother of sixteen, works out her ration quota for the family.
Image Date: 6/30/1945 ©Hulton Archive, Source: Getty Images
Name: ________________________________________________ Date: __________________
Handout 2: Meal & Snacks Log
Use the chart below to record your meals and snacks for the day. (You can record your meals and snacks
for today or for a typical day.) Then answer the questions that follow.
Time
Foods Eaten (include key ingredients if the foods
are processed)
Are the Ingredients on the
Ration List in Handout 1?
1. What are the most common ingredients found in the foods you eat?
2. How many of these ingredients are on the ration list?
3. How would you change your eating habits if your foods were rationed tomorrow as in 1943?
™
Discover the past with EBSCO’s most
complete full-text history database.
Available through the library website, History Reference Center™ contains thousands of
reliable resources — including primary source documents, biographies, photos, maps and
more — to help you complete your research. With History Reference Center, you can…
• Search articles by keyword or browse by key time periods in U. S.
and World History
• Limit search results to articles that match your reading level
• Hear HTML articles read aloud with EBSCO’s Text-to-Speech feature
• Save articles and searches to your own personal folder
for easy retrieval
• Use EBSCO’s citation tool to properly cite sources in your research
History Reference Center includes resources for educators, too. Teachers can use the
Curriculum Standards Module to correlate EBSCO content quickly and easily to
national, state, or provincial curriculum standards.
World History subjects include:
U.S. History subjects include:
• Native Americans
• The Great Depression
• Prehistoric Peoples
• Ottoman Empire
• Slave Trade
• World Wars I & II
• Aztec Empire
• Ming Dynasty
• American Revolution
• Cold War
• Ancient Greece
• Renaissance
• Manifest Destiny
• War on Terror
• Middle Ages
• Protestant Reformation
• The Civil War & Reconstruction
• The Crusades
Ask your librarian for details.
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