Downloadable Reproducible eBooks Thank you for downloading this eBook from www.socialstudies.com To browse more eBook titles, visit http://www.socialstudies.com/ebooks.html To learn more about eBooks, visit our help page at http://www.socialstudies.com/ebookshelp.html For questions, please e-mail [email protected] Free E-mail Newsletter–Sign up Today! To learn about new eBook and print titles, professional development resources, and catalogs in the mail, sign up for our monthly e-mail newsletter at http://socialstudies.com/newsletter/ DOCUMENT-BASED ACTIVITIES ON WORLD WAR II: THE HOME FRONT Using Primary Sources and the Internet Social Studies School Service www.socialstudies.com Document-Based Activities on World War II: The Home Front Using Primary Sources and the Internet Michael Hutchison, Writer Kerry Gordonson, Editor Bill Williams, Editor Dr. Aaron Willis, Project Coordinator Katie Brown, Editorial Assistant Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 http://socialstudies.com [email protected] (800) 421-4246 All the Web addresses in this book can be found on our Web site: http://www.socialstudies.com/uslinks.html Updated 2005 © 2001 Social Studies School Service 10200 Jefferson Blvd., P.O. Box 802 Culver City, CA 90232 United States of America (310) 839-2436 (800) 421-4246 Fax: (800) 944-5432 Fax: (310) 839-2249 http://socialstudies.com [email protected] Cover art courtesy of the National Archives and Records Administration http://media.nara.gov/media/images/17/10/17-0934a.gif Permission is granted to reproduce individual worksheets for classroom use only. Printed in the United States of America. ISBN 1-56004-120-X Product Code: ZP184 iii TABLE OF CONTENTS Teacher Introduction ................................................................................................ v Overview: The U.S. Home Front During World War II ........................................... vii LESSONS 1. Changing Roles of Women Teacher Page ...................................................................................................... 1 Student Worksheet ............................................................................................... 3 2. Internment of Japanese Americans Teacher Page ...................................................................................................... 5 Student Worksheet ............................................................................................... 7 3. Navajo Codetalkers Teacher Page ...................................................................................................... 9 Student Worksheet ............................................................................................... 11 4. Propaganda Teacher Page ...................................................................................................... 13 Student Worksheet ............................................................................................... 15 5. Rationing Teacher Page ...................................................................................................... 17 Student Worksheet ............................................................................................... 19 Culminating Activities ............................................................................................ 21 Appendix Answer Key ......................................................................................................... 25 Selected Documents ............................................................................................ 29 Related Web Sites ................................................................................................ 33 Rubrics ................................................................................................................ 35 Suggested Curriculum Materials ........................................................................ 41 iv v DOCUMENT-BASED ACTIVITIES ON WORLD WAR II: THE HOME FRONT TEACHER INTRODUCTION Description: In this unit, students gain an appreciation for sacrifices and contributions made by Americans not necessarily in uniform during the World War II years. Students will investigate the roles played by women, minorities, and others to assist in the effort to defeat the Axis Powers. Paintings, songs, first-person accounts, and maps provide a variety of different types of sources for students to analyze. Unit Objectives: Knowledge: students will • analyze the goals and methods of home front propoganda • assess the roles played by civilians and minorities in the war effort • understand the reasoning behind the internment of Japanese Americans and both the short-term and long-term effects of internment on Japanese America as well as America as a whole Skills: • analyze, evaluate, and interpret primary source documents • discuss and debate issues • use evidence to draw conclusions Prior Knowledge Required: Students should have studied the 1930s and causes of World War II. They should also be familiar with major events and battles of World War II. Lesson Format: Each lesson consists of two parts: a teacher page containing an introduction, objectives, URL(s) used in the lesson, teaching strategies, wrap-up questions, and an extension activity; and a reproducible student page with a brief introduction which sets the context for the lesson, URL(s) used, and questions to be answered about the source. Assessment: Most questions on the student handouts are short-answer questions for which a suggested answer key can be found in the appendix. Other questions require anywhere from a couple of paragraphs to a page or more in response. In general, the lessons are flexible enough so that you should easily be able to pick and choose which questions you want students to answer and how long their responses should be. It is recommended, however, vi that you evaluate student worksheet in conjunction with their involvement in class discussions. Suggested rubrics are included in the Appendix. Additional Sources: The Appendix contains answer keys, primary source documents, an annotated list of Web sites on the U.S. home front during World War II, rubrics, and supplementary materials available from www.socialstudies.com. vii OVERVIEW: THE U.S. HOME FRONT DURING WORLD WAR II There is a mysterious cycle in human events. To some generations much is given. Of other generations much is expected. This generation of Americans has a rendezvous with destiny. –Franklin D. Roosevelt, 1936 When FDR made this fateful statement, America was still reeling from the Great Depression. Millions of Americans were concerned about jobs, prices, and the stock market; there were too many problems at home for them to worry about events in Europe and in Asia. However, with the Japanese attack on Pearl Harbor in December, 1941, American isolation ended and the Second World War began to affect nearly every household. While GIs fought at places such as Guadalcanal, Iwo Jima, Normandy, and Anzio, millions of ordinary Americans back on the “home front” assisted in the “Great Crusade.” Millions of women worked in industrial plants helping to create an “arsenal of democracy,” while nearly 250,000 women enlisted in various military “auxiliary” units during the war. The war also affected many minority groups. Native-born Americans of Japanese ancestry (the Nisei) were considered to be a danger to national security and were placed into “internment” camps, where their civil liberties were greatly restricted. While African Americans were drafted into military service and fought for human rights around the world, back at home they still lived in a segregated society. Nearly 25,000 Native Americans also enlisted during the war years. In the war years, scientific development and research also continued, and civilians benefited from medical and scientific advancements made by scientists employed by the U.S. government. Radar and sonar turned out to have valuable non-military uses, DDT was used not only to keep soldiers from being harassed by insects but also to keep insects away from crops, and “miracle drugs” such as penicillin became common. Hollywood also became involved in the war effort. Directors made films (such as Frank Capra’s “Why We Fight” series) which were used to build morale and rally public support against the Axis nations. Entertainers such as Bob Hope, Bing Crosby, Jack Benny, and others led efforts to entertain troops and sell war bonds. Many “greats” in the entertainment field enlisted in the service and became role models, including Henry Fonda, James Stewart, and Clark Gable. Journalists such as Ernie Pyle, Edward R. Murrow, and William L. Shirer became household names as millions of Americans came to depend upon their stories to let them know what was happening in the war. Sports heroes of the 1940s also enlisted in the armed forces, including Joe Louis, Ted Williams, and Joe DiMaggio. Although many major leaguers left for war, President Roosevelt requested that professional baseball continue in order to maintain morale at home. Depleted rosters altered the traditional balance of power in baseball and allowed teams that were perennial losers to become winners, such as the St. Louis Browns, who won their only league pennant during the war years. Women also found opportunities in viii sports when Chicago Cubs owner Philip Wrigley created a women’s professional baseball league. Most sports teams also began playing the National Anthem prior to contests during the war years in an effort to promote patriotism. The U.S. government, which had already become a daily part of citizens’ lives during the New Deal, further increased its control through various federal agencies that attempted to maintain supplies of needed materials for the war effort. Agencies such as the Office of Price Administration froze wages, prices, and rents in order to reduce inflation. The OPA also rationed scarce food items such as meat, butter, cheese, vegetables, sugar, and coffee. The War Production Board played a crucial role by strictly allocating fuel and materials considered vital to the war effort, including heating oil, gasoline, metals, rubber, and plastics. Millions of ordinary Americans assisted in the war effort by conserving scarce goods and organizing “scrap drives” to provide needed materials. Ration “stamps” became common, and people found themselves not only having to budget their finances, but also having to keep track of how many stamps it took to buy scarce items. In order to provide funds for the war millions bought war bonds, while thousands of Americans found themselves doing what they had never done before—paying income taxes. For many people, the new tax rates took a bigger portion of their incomes, and most lower- and middle-income Americans for the first time became subject to tax withholding and tax liability. Many Americans also became involved in civil defense, concerned about a possible invasion of the United States. Ordinary citizens found themselves ensuring that blackout conditions were maintained, running draft boards, ensuring that rationing was smooth, and scanning the skies for enemy aircraft. The combined strength of the Allies (the U.S., Great Britain, and Russia) eventually forced Axis surrenders in Europe and Asia. The world entered the “atomic age” with detonation of nuclear devices at Hiroshima and Nagasaki. Veterans returned home to find that the country had changed greatly, and also found a wealth of new opportunities open to them. Members of what Tom Brokaw would later call “The Greatest Generation” benefited from the GI Bill and attended college, bought homes, started businesses, and in general began to build prosperous new lives for themselves. Many veterans also married and became parents, beginning the “Baby Boom” of the 1950s and 1960s. While the war cost billions of dollars and thousands of American lives, it also changed American society and government forever. Though the Axis threat had been defeated, Americans who believed they could resume their normal lives found that the country now faced new threats from communism in the Cold War, and some veterans found themselves being called back into military service to fight communist aggression in Korea. 1 Changing Roles of Women Teacher Page Overview: Many women abandoned traditional female roles and assumed some masculine roles as many men went to war. The first primary source for this lesson is an oral-history interview from the “What Did You Do In The War, Grandma?” Web site. Women such as Ms. Wilma Briggs assumed more male-oriented roles during the war years, including playing professional sports, and women continued to assert themselves after the war ended. The second resource includes song lyrics and a poster of “Rosie the Riveter,” a well-known character from the war years. Both resources exemplify the changes in women’s lives during the war, bringing the era home to students in a personal way and getting them to consider the impact of the war on ordinary Americans. Objectives: Students will: • read and investigate an oral history of the war years and make inferences from it • speculate on the impact of women’s professional baseball on domestic morale as well as American society in general during the 1940s. • make inferences about other changes in women’s roles in American society during the World War II years Web Sites Used in this Lesson: The Briggs account is located at http://www.stg.brown.edu/projects/WWII_Women/FarmGirlBaseball.html. The entire “What Did You Do In The War, Grandma?” Web site is located at http://www.stg.brown.edu/projects/WWII_Women/tocCS.html. Further information about the All-American Girls' Professional Baseball League can be found at the following sites: 1. The home page for the All-American Girls’ Professional Baseball League can be found at http://www.aagpbl.org/. 2. Britannica.com offers a resource for the AAGPBL at http://www.britannica.com/women/articles/AllAmerican_Girls_Professional_Baseball_League.html The “Rosie The Riveter” link is at http://www.shophappytrails.com/shop/icons/rosie.html Other related links: The “Rosie The Riveter Trust”: http://www.rosietheriveter.org/ Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 2 The United States Army Ordinance Corps “Rosie The Riveter” page: http://web.archive.org/web/20040625050831/www.goordnance.apg.army.mil/rosie.htm Strategies: Introduce the lesson with a brief discussion about how the war changed the everyday lives of Americans on the home front, especially for women who assumed roles previously reserved for males. You may want to place special emphasis on the two roles featured in the handouts. You may also want to emphasize why it was necessary to have women take societal roles usually reserved for men (industrial workers, baseball players, etc.). Distribute the worksheets (or ask students to access the Briggs account and the “Rosie The Riveter” materials online) so that students can review both resources. Student answers for each question may vary, but should average 3–5 sentences. Responses to question 4, 9, and 10 may range from one paragraph to a maximum of one page, depending on time available. Wrap-Up: After students have completed the worksheets, have a discussion focused on the following issues: 1. In what ways did World War II change gender roles in American society? 2. To what extent has participation in sports provided equal rights for women in today’s society? Extension Activity: Individually, or in pairs, students can create a “Women’s Baseball Hall of Fame” and make “baseball cards” of women who participated in the All-American Girls' Professional Baseball League. (Note: there is a comprehensive list of players and photos at the AAGPBL site at http://www.aagpbl.org/). Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 3 Changing Roles of Women Student Worksheet Introduction: During the Second World War, women found their roles in society changing dramatically. Some women went to work in factories building war materials, others farmed, others served in uniform during the war, and some women even found an opportunity to play professional sports. “Rosie The Riveter,” a fictional character designed to symbolize and glorify female factory workers, became representative of thousands of women who gave up traditional female roles during the 1940s. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: “Rosie The Riveter” Go to http://www.shophappytrails.com/shop/icons/rosie.html and look at the illustration and song lyrics for “Rosie The Riveter.” Answer the following questions about the “Rosie The Riveter” resources: 1. Describe “Rosie’s” appearance. What type of clothing is she wearing? What emotion do you think the expression on her face conveys? 2. In your view, does the illustration highlight “Rosie’s” femininity, or downplay it? Give examples that support your view. 3. How do the song lyrics located next to the “Rosie” illustration explain the role of women in the war effort? 4. Do you think a woman living in the early 21st Century would be flattered or offended by the portrayal of “Rosie” in the resource? Write a short statement about how women’s roles have either been maintained or changed since the 1940s. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 4 “What Did You Do In The War, Grandma?” Go to: http://www.stg.brown.edu/projects/WWII_Women/FarmGirlBaseball.html, and read the interview with Wilma Briggs, a farm girl who played baseball in the AllAmerican Girls' Professional Baseball League. 5. Describe Wilma Briggs’s daily routine on the farm. 6. What was the role of baseball in her daily life? 7. How did Wilma’s clothing reflect her life and daily responsibilities? 8. What opportunities and rewards did playing professional baseball provide for Wilma? 9. How do you think Wilma Briggs’s experience compares to women in the early 21st century who participate in athletics, either on the professional or amateur level? Explain your answer. 10. Compare the two resources you’ve seen and write a paragraph arguing that the World War II years provided great opportunities in the area of women’s rights. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 5 Internment of Japanese Americans Teacher Page Overview: The Japanese attack at Pearl Harbor on December 7, 1941 was a shock to many Americans, who immediately sought someone to blame for the lack of preparedness of American forces. Many also became convinced that saboteurs and spies were everywhere, especially in the form of Americans of Japanese descent. The Nisei (Japanese Americans whose parents had been born in Japan and emigrated to the U.S.) were suspect primarily because of their racial background. They were easy to spot, and fell prey to both social and legal persecution. Soon after the attack at Pearl Harbor, President Franklin D. Roosevelt issued Executive Order 9066, which allowed for the “exclusion” of Japanese Americans as deemed necessary. Nearly 110,000 Japanese Americans were eventually interned in camps located west of the Mississippi River. Objectives: Students will: • view two resources regarding internment and make inferences from them • evaluate the effectiveness of the internment program • understand the concept of civil liberties and limits placed on them during wartime Web Sites Used in this Lesson: Students will look at two resources from the War Relocation Authority Camps in Arizona (1942-1946) Web site, a copy of President Roosevelt’s Executive Order 9066 (http://www.elearn.arizona.edu/wracamps/execorder9066.html), and an anonymous poem entitled “That Damned Fence” (http://dizzy.library.arizona.edu/images/jpamer/poem.html) which was circulated at the Poston, Arizona, camp. The URL for the entire War Relocation Authority Camps in Arizona is located at http://www.library.arizona.edu/wracamps/. Strategies: Introduce the lesson with a brief discussion of why Japanese Americans may have been singled out for internment. You may also wish to show the geographic locations of the camps; a map is available on the War Relocation Authority Camps Web site (http://www.elearn.arizona.edu/wracamps/map.html). You may also wish to have the class discuss definitions of “civil liberties” and “human rights,” also focusing on current civil liberties and human rights issues either in the United States or in other nations. You may also wish to note that relocation primarily concerned Japanese Americans, and that German Americans and Italian Americans generally were not affected by the internment order. Wrap-Up: Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 6 After students have answered the questions, have a discussion framed on the legitimacy of the president’s war power to intern Japanese Americans. Extension Activity: Have students take sides in an in-class debate about internment of Japanese Americans during the war. The landmark case of Korematsu vs. U.S. (http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=323&invol=214) may provide information and evidence for both sides in the debate. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 7 Internment of Japanese Americans Student Worksheet Introduction: After the Japanese attack on Pearl Harbor on December 7, 1941, many Americans of Japanese descent were considered a threat to national security. Soon after the U.S. entered World War II, President Franklin D. Roosevelt issued Executive Order 9066, which required that Japanese Americans be relocated to internment camps. Nearly 110,000 spent the war years at camps in the western United States. While many applauded FDR’s action, and a later Supreme Court case judged Executive Order 9066 to be valid, many others felt the relocation was a violation of Japanese Americans’ civil liberties. In this lesson, you will examine two resources from this period. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: President Roosevelt’s Executive Order 9066 Go to http://www.elearn.arizona.edu/wracamps/execorder9066.html and answer the following questions: 1. Under what authority did President Roosevelt issue Executive Order 9066? 2. For what reason(s) did FDR order the internment of Japanese Americans? 3. What sorts of “humanitarian” aid and comfort did Roosevelt order be given to the groups interned? 4. What statements in regard to enforcement did FDR make in the Executive Order? Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 8 “That Damned Fence,” an anonymous poem Go to http://dizzy.library.arizona.edu/images/jpamer/poem.html. Read the poem and answer the following questions: 5. In “That Damned Fence,” the author asserts “We’re trapped like rats in a wired cage/To fret and fume with impotent rage…” Based on this statement, what conclusions can be made regarding the conditions of the relocation camps? 6. The author further writes, “We seek the softness of the midnight air/But that DAMNED FENCE in the floodlight glare/Awakens unrest in our nocturnal quest/And mockingly laughs with vicious jest.” Based on this stanza of the poem, what sorts of violations of civil liberties can be inferred? 7. The poet also writes, “We all love life, and our country best/Our misfortune to be here in the west/To keep us penned behind that DAMNED FENCE/Is someone’s notion of NATIONAL DEFENCE” What does this statement say about how the author feels about his internment? Who does the author blame for being forced into a relocation camp? 8. In your view, what effect was the poet trying to achieve with the use of all capital letters in the phrases “DAMNED FENCE” and “NATIONAL DEFENCE”? Do you think the use of capital letters adds to the message of the poem? Write a paragraph supporting your view. 9. If Franklin D. Roosevelt had read “That Damned Fence,” do you think it would have influenced him to close the relocation camps, or to consider reducing the restrictions against the camp internees? Review the poem and the Executive Order. Assume that you are an adviser to President Roosevelt and write him a memo either supporting the order or suggesting that there is no evidence to justify the order. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 9 Navajo Code Talkers Teacher Page Overview: The beginning of World War II provided new opportunities for women and members of minority groups. One such opportunity was afforded to a group of Native Americans who came to be known as the “Code Talkers.” These Navajo soldiers developed a code based on their native languages; it proved to be so complex that it has the distinction of being the only wartime code never to be broken. Many believed that the code talkers were instrumental in the American victory in battles such as Iwo Jima. The code talkers were among the approximately 3600 Navajo men and women who joined the armed forces during World War II. Considered indispensable in the war effort, the code talkers and the role they played was kept secret throughout the war years and for many years thereafter. However, in 2000 Congress passed a bill authorizing the president to issue “gold medals” to each code talker. Objectives: Students will: • view resources related to the code talkers and make inferences from these resources • understand the role of the code talkers and the impact of Native Americans on the war effort Web Sites Used in this Lesson: Students will utilize one a letter written by Phillip Johnston to the U.S. Marine Corps suggesting use of Navajos as radiomen at http://www.archives.gov/exhibits/a_people_at_war/new_roles/articles_new_roles/codetal kers_letter.html They will also utilize the the “final code” developed and used by the code talkers at Navajo Code Talkers Page (http://www.lapahie.com/NavajoCodeTalker.cfm) at http://www.lapahie.com/Final_Dictionary.cfm Strategies: Begin with a discussion about the necessity for codes and secrecy during World War II, both at home and in the field. You should also note that it was possible for both sides to listen to radio and walkie-talkie broadcasts from the enemy, and that it was necessary to have some sort of code to ensure secrets weren’t divulged. Wrap-Up: Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 10 After the activity, you may wish to discuss other instances where use of code was an integral aspect of the war, such as the “Enigma” machine or use of the Japanese military and diplomatic code prior to the Japanese attack on Pearl Harbor. Extension Activity: You may wish to have students use the Navajo code as a model to produce their own code. Students can then demonstrate their code and show how it could have been easily and effectively used to send messages. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 11 Navajo Code Talkers Student Worksheet Introduction: In World War II, both sides had the ability to listen to radio messages sent by opposing armies, and they knew that their opponents could listen in on their transmissions as well. The problem, therefore, was how to send messages without the enemy knowing what the messages said, or giving away strategy. The answer was to use some sort of code, but this led to other problems. How could a code be developed that was easy to use, but was difficult to break? The answer was found with the Navajo Code Talkers. Using their native language, they created a code that neither the Germans nor the Japanese could decipher. More than 200 Navajos were recruited into the Marines as code talkers, and their primary duties consisted of transmitting radio and telephone messages. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: Philip Johnson Letter to USMC to use Navajos as Radiomen Go to http://www.archives.gov/exhibits/a_people_at_war/new_roles/articles_new_roles/codetal kers_letter.html and answer the questions below. 1. To whom is this letter addressed? 2. Why does Johnson “desire enlistment” in the U.S. Marine Reserve”? 3. What background does Johnson note as the basis for his asking for enlistment? 4. How did Johnson “demonstrate” the use of the Navajo language in a military setting? Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 12 Navajo Code Talkers' Dictionary Go to http://www.lapahie.com/Final_Dictionary.cfm The Navajo code appears, with each letter of the alphabet listed as well as many military and geographic terms. Look over the code and answer the following questions: 5. How did the Navajo describe military officers? 6. As Johnson mentioned in his letter, some English words have no Navajo equivalent, so alternatives had to be proposed. List any three alternative words the Navajos used and explain how they might fit/describe the actual term. 7. In 2001, President George W. Bush awarded surviving code talkers a “gold star” for their service in the war. Was this enough of a reward for their service? Did they deserve more? Write a newspaper editorial either supporting the government’s action, or encouraging the government to do more to commemorate the service of the code talkers. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 13 Propaganda Teacher Page Overview: This lesson looks at two separate primary sources, the song “Der Fuehrer’s Face,” which originally had been written for the cartoon short of the same name, and the “Four Freedoms” posters created by Norman Rockwell based on the famous “freedom of speech, freedom of worship, freedom from want, freedom from fear” quote from President Franklin D. Roosevelt’s message to Congress in January, 1941. While the sources are obviously quite different, students may be able to do some comparative study and note similarities (e.g., they both attack the totalitarian regimes in Europe and Asia, they both try to use easily recognizable methods to convey the message through painting and song, etc.) Objectives: Students will: • determine the definition of propaganda • speculate on an artist or performer’s intentions • place the work in the context of the war effort at home • evaluate how effectively the artist or performer conveyed his/her message Web Sites Used in this Lesson: Students can find an audio clip of “Der Fuehrer’s Face” at http://csumc.wisc.edu/mki/Resources/Online_Papers/MusicConfPapers/DutchmanSongs/ FuehrersFace.mp3. The lyrics to the song can be found at http://disneyshorts.toonzone.net/years/1943/derfuehrersface.html (scroll to the bottom of the page). The “Four Freedoms” illustrations are part of a National Archives exhibit entitled “Powers of Persuasion: Poster Art from World War II.” The illustrations can be found (and individually printed) at http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.ht ml. The entire exhibit is located at http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.ht ml. Strategies: Introduce the lesson with a brief discussion in which you define terms such as “propaganda,” then ask the class what purpose propaganda serves in time of war. You may also wish to ask the class about positive or negative uses of propaganda. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 14 Play the MP3 audio file of “Der Fuehrer’s Face,” then direct students to the Web site with the song’s lyrics or distribute copies of the lyrics to the class, along with the question handouts. Student answers for questions 1–8 can be 1–3 sentences in length. Responses to question 9 and 10 can range in length from a single paragraph to a maximum of one page, depending on time available. Wrap-Up: After students have answered the questions on the worksheet, have a discussion focused on the following issues: Do you think propaganda plays a major role in American society today? Give examples of where the government has used propaganda effectively (or not effectively). Extension Activity: Individually or in groups, students can draw propaganda posters or write song lyrics that might be considered propaganda regarding a current social, political, or economic situation or event. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 15 Propaganda Student Page Introduction: American mobilization in World War II involved not only manpower and material, but psychological mobilization as well. In the eyes of many, it was important to keep Americans highly motivated to make whatever sacrifices were necessary to win the war. All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: “Der Fuehrer’s Face” Go to http://csumc.wisc.edu/mki/Resources/Online_Papers/MusicConfPapers/DutchmanSongs/ FuehrersFace.mp3 (audio) and http://disneyshorts.toonzone.net/years/1943/derfuehrersface.html (words; scroll to the bottom of the page) The “Four Freedoms” Go to http://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/four_freedoms.ht ml Study the two examples of propaganda from the World War II era and answer the questions below. 1. Who was the performer(s) of “Der Fuehrer’s Face”? 2. Who created the “Four Freedoms” ? 3. What type of source is “Der Fuehrer’s Face? ____written ____image ____audio/visual ____chart/graph Specifically describe the type of source (i.e. photo, drawing) ________________________________________________ Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 16 4. What type of source is the “Four Freedoms” ? ____written ____image ____audio/visual ____chart/graph Specifically describe the type of source (i.e. photo, drawing) ________________________________________________ 5. In a few sentences, describe the message conveyed in “Der Fuehrer’s Face.” 6. Who do you think was the intended audience for this source? 7. In a few sentences, describe the message conveyed in the “Four Freedoms.” 8. Who do you think was the intended audience for this source? 9. Which of the two sources do you think communicates its message most successfully? Explain your answer. 10. Based on your reading of the textbook, class discussion, and review of these sources, was psychological mobilization necessary in World War II? Explain your answer. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 17 Rationing Teacher Page Overview: American entry into World War II meant mobilization of manpower, industry, and material. Many items that had been widely available prior to the war suddenly became in extremely scarce supply. These included staples such as coffee, meat, sugar, alcoholic beverages, and also included other everyday items such as silk stockings, gasoline, and automobile tires. In order to provide a fair distribution of scarce goods between the civilian and military populations, the Office of Price Administration created a rationing system which included a campaign to convince Americans that rationing was patriotic, as well as a stamp program to keep track of who was entitled to what items. Objectives: Students will: • view artifacts from the period and make inferences from them • determine how Americans were encouraged to ration scarce goods • evaluate the effectiveness of the rationing program Web Sites Used in this Lesson: http://media.nara.gov/media/images/17/10/17-0934a.gif is a poster encouraging people to grow “Victory Gardens” Strategies: Introduce the lesson with a brief discussion of why goods in wartime often are rationed. Next, distribute copies of the “Victory Garden” poster, or direct students to the Web page showing the poster. Student answers for questions 1–4 can be 2–3 sentences in length. Responses to question 5 can range in length from a single paragraph to a maximum of one page, depending on time available. Wrap-Up: After students have answered the questions on the worksheet, have a discussion regarding the effectiveness of the rationing program. Was it really necessary? Was it effective? Extension Activity: Individually or in pairs, students should create a poster encouraging people of the World War II era to ration a scarce good. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 18 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 19 Rationing Student Worksheet Introduction: During the war years, there was a tremendous demand for materials both from civilian and military populations. Products such as sugar, meat, gasoline, rubber tires, and other goods were in extremely short supply because they were needed for the war effort. How could both the home front and front lines get what they needed? The U.S. government’s answer to this problem was rationing—restricting the amount of scarce items that each civilian family could buy. The Office of Price Administration was in charge of rationing and implemented a program of ration cards and stamps to keep track of how much of a good a person or family was allotted per month, and also instituted “ceiling prices” to make sure that merchants didn’t charge unfair prices for scarce goods. In order to help conserve scarce food products, the government also encouraged people to grow their own vegetables in what were called “Victory Gardens.” All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html Directions: “Plant a Victory Garden” poster Go to http://media.nara.gov/media/images/17/10/17-0934a.gif Answer the following questions: 1. What do you think two benefits of planting a victory garden would be? 2. What message does the statement “Our Food Is Fighting” imply? 3. Who do the three people shown in the poster symbolize? 4. How feasible do you think it would be for the average family to grow the types and amounts of crops that are displayed in the poster? Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 20 5. Assume you are a newspaper editor in 1942. Write an editorial about why it is the patriotic duty of people to grow Victory Gardens. Use information from the questions above, as well as from your class discussion and reading. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 21 Culminating Activities 1. Divide the class in half and engage in a formal debate about the following statement: “The World War II years were a period in which civil rights were unfairly denied to minority groups.” To assess this, you may wish to develop a rubric, copy the rubric located at http://712educators.about.com/cs/rubrics/l/blrubricdebate.htm, or use the debate rubric included in the Appendix. If you wish to employ a formal debate structure, the format for that can be found at http://debate.uvm.edu/default.html. 2. Have students write essays about the impact of propaganda on the war effort. In the essay, they should use examples from the unit in addition to other sources. In the essay, they should evaluate the effectiveness of at least three instances of propaganda. Some suggested resources to use include: http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_h ome.html (the National Archives’ “Powers of Persuasion: Poster Art from World War II” exhibit) http://www.cobweb.nl/jmoonen/main.htm (a collection of propaganda leaflets used by both sides in World War II) http://www.imagesjournal.com/issue08/features/wwii/default-yes.htm (an article describing World War II propaganda treatment in American films) http://www.library.northwestern.edu/govpub/collections/wwii-posters/ (another selection of propaganda posters) Students may also wish to do their own Web and or document search for resources. 3. Students can role-play persons who were involved in the World War II home front, using examples from the resources in this unit as well as from their own research. Examples of persons to “role play”: • • • • Wilma Briggs, who became a female professional baseball player Norman Rockwell, who illustrated the “Four Freedoms” posters a person from one of the internment of Japanese Americans resources a Navajo code talker Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 22 If possible, you might want to require students to dress in period costume. Working in groups, the other class members can develop questions for the character(s) to answer. Students may also wish to consult http://www.archives.gov/exhibits/a_people_at_war/a_people_at_war.html, a National Archives exhibit entitled “A People At War” for further resources. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 23 APPENDIX Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 24 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 25 Answer Key Lesson 1: Changing Roles of Women 1. Answers will vary. 2. Answers will vary, but many students will probably say the illustration downplays it because it portrays a woman flexing her muscles and wearing overalls. 3. As working in defense plants and factories in order to help boyfriends/husbands who are fighting the enemy. 4. Answers will vary, but will probably state that 21st-century women would be flattered, based on the idea of equality between women and men. Students may also mention that women’s roles have changed substantially since the 1940s because of their level of education, job skills, and so on. 5. Varied activities, including milking, farm work, doing homework for school, playing baseball. 6. Playing baseball was a major part of her life. She mentions “fitting everything around baseball as much as she could.” 7. She wore dungarees every day because her family didn’t have a lot of money and because of farm work, but also because she played basketball on the boys’ team. 8. The chance to travel, stay in the best hotels, eat in the best restaurants, meet many people from various places. The chance to play also gave her the confidence to go to college. 9. Answers will vary. Students may look at famous professional female athletes in track and field, women’s basketball, auto racing, and other sports. 10. Answers will vary depending on the amount of time allocated for the activity. Lesson 2: Internment of Japanese Americans 1. His authority as commander in chief of the U.S. armed forces. 2. “The successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities.” 3. “including the furnishing of medical aid, hospitalization, food, clothing, transportation, use of land, shelter, and other supplies, equipment, utilities, facilities and services.” 4. “…I hereby further authorize and direct all Executive Departments, independent establishments and other Federal Agencies, to assist the Secretary of War or the said Military Commanders in carrying out this Executive Order” and “…This order shall not be construed as modifying or limiting in any way the authority heretofore granted under Executive Order No. 8972, dated December 12, 1941, nor shall it be construed as limiting or modifying the duty and responsibility of the Federal Bureau of Investigation, with respect to the investigation of alleged acts of sabotage or the duty and responsibility of the Attorney General and the Department of Justice under the Proclamations of December 7 and 8, 1941, prescribing regulations for the conduct and control of alien enemies, except as such duty and responsibility is superseded by the designation of military areas hereunder.” Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 26 5. That the conditions are substandard and prison-like. 6. That the internees are being held without due process of law; that they are being held as prisoners against their will, and that the internment is racially motivated. 7. Most likely FDR, but perhaps the U.S. Army. 8. Answers will vary, but based on the idea that all capital letters in e-mail infers “shouting,” the student will say it does add to the message of the poem. 9. Answers will vary depending on the student and the amount of time allocated for the activity. Lesson 3: The Najavo Code-Talkers 1. The Commandant of the U.S. Marine Corps. 2. To serve in the direction of Navajo Indian personnel for communication. 3. Twenty- two years residence among the Navajo; acting as an interpreter for President Theodore Roosevelt at the White House, also acting as an interpreter in the Arizona courts. 4. Colonel Jones gave him five messages generally used in a military setting. Some words had no Navajo equivalent, so Johnson had to come up with alternatives. 5. Commanding generals and officers were known as “war chief,” while other officers were designated by their insignia (stars, bars, oak leaf, and so on). 6. Answers will vary. 7. Answers will vary. Lesson 4: Propaganda 1. If the Real Audio clip is used, the performers are Spike Jones and His City Slickers. If the lyrics only are used, some students may answer Donald Duck. 2. Norman Rockwell 3. Song 4. Paintings (illustrations) 5. “Der Fuehrer’s Face” is a propaganda piece which makes fun of the Nazis. Specifically mentioned in the song/lyrics are Hitler, Goebbels, and the idea that the German (Aryan) race are “supermen.” 6. Although the song started as a cartoon piece and was later picked up on by novelty artists, probably the best answer would be anyone with a radio or who went to the movies. 7. That we as Americans must work to make the world free from the threat of the Nazi menace and preserve the American ideals of freedom from fear, freedom from want, and freedom of speech and worship. These “four freedoms” come from a speech made by Franklin D. Roosevelt in January, 1941. 8. Answers may vary, but probably a mass audience, especially since the paintings by Norman Rockwell were used as covers for The Saturday Evening Post. 9. Answers will vary. 10. Answers will vary. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 27 Lesson 5: Rationing 1. Answers will vary, but might include a variety of foods would be available, or that it would be cheaper for persons to grow their own food rather than buy in a supermarket. 2. That it is patriotic for people to grow victory gardens and assist in the war effort compared to take food that might be better put to use by soldiers in the field. 3. It can be inferred that the people are a middle-class family working to assist the war effort by providing their own food. 4. In a suburb or small town, a family might have enough space to grow a reasonable garden. However, for a family living in a large city or in an apartment complex, it might be difficult, if not impossible. 5. Answers will vary depending on the depth of class discussion, as well as the time frame for the activity. Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 28 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 29 Propaganda: Four Freedom Posters http://www.archives.gov/exhibits/powers _of_persuasion/four_freedoms/images_h tml/save_freedom_speech.html http://www.archives.gov/exhibits/powers _of_persuasion/four_freedoms/images_h tml/freedom_from_fear.html http://www.archives.gov/exhibits/powers _of_persuasion/four_freedoms/images_h tml/save_freedom_worship.html http://www.archives.gov/exhibits/powers _of_persuasion/four_freedoms/images_h tml/freedom_from_want.html Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 30 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 31 Rationing http://media.nara.gov/media/images/17/10/17-0934a.gif Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 32 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 33 Related World War II Web Sites The Authentic History Center: Primary Sources from American Pop Culture The primary sources compiled by high school teacher Michael S. Barnes and his students on this Web site include audio files, video clips, images, and first-person accounts such as letters and diaries reflecting different periods in American history. The World War II section is full of resources related to the home front such as photographs of propaganda books, posters, and pins, audio files of contemporary radio songs, and video clips from propaganda cartoons. http://www.authentichistory.com/ww2.html American History 102: World War II, The Home Front Professor of American History Stanley K. Schulz offers his detailed lecture notes online on this Web site. For lecture 21, entitled “World War II, The Home Front”, he presents pre-questions, a summary outline of the topic, relevant images and graphs, and related Web links. http://us.history.wisc.edu/hist102/lectures/lecture21.html World War II: The Homefront In this ThinkQuest student-designed Web site, visitors follow a simulation of a typical American family through a school year in World War II. Activities to complete the simulation include finding out your characters’ “fates” online and writing journal entries creating attic boxes, and making posters and buttons offline. The site also includes a timeline of World War II and an artifact museum of images as well as opportunities for interactive participation. http://library.thinkquest.org/15511/ America from the Great Depression to World War II: Photographs from the FSAOWI, 1935-1945 This Library of Congress Web site features over 112,000 black-and-white photographs and 1600 color photographs of Depression–era people and places provided by the Farm Security Administration/Office of War Information. The images show Americans at home, at work, and at play, with an emphasis on rural and small-town life and the adverse effects of the Great Depression, the Dust Bowl, and increasing farm mechanization. In later years, the photographers turned their attention to the mobilization effort for World War II. http://rs6.loc.gov/fsowhome.html Powers of Persuasion, Poster Art from World War II: “It’s A Women’s War, Too!” This National Archives and Records Administration’s online exhibit features contemporary poster art from World War II. The “It’s A Women’s War, Too” section has additional poster art encouraging women to join the work force in World War II. http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/its_ a_womans_war_too.html Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 34 World War II Poster Collection The Government Publications Department at Northwestern University Library has a comprehensive collection of over 300 posters issued by U.S. Federal agencies from the onset of war through 1945. The collection is searchable by keyword and is also organized by date, topic, or title. http://www.library.northwestern.edu/govpub/collections/wwii-posters/ Japanese-Americans Internment Camps During World War II The Special Collections Department of the Marriott Library at the University of Utah hosts this online exhibit on the Tule Lake and Topaz Japanese internment camps from World War II. Photographs on exhibit are sampling of a larger collection of photos and are organized by the topics of education, living, labor, and buildings. http://www.lib.utah.edu/spc/photo/9066/9066.htm Camp Harmony Exhibit This online exhibit hosted by the University of Washington tells the story of Seattle's Japanese American community in the spring and summer of 1942 and their four month sojourn at the Puyallup Assembly Center known as “Camp Harmony.” Primary source materials include actual newsletters from Camp Harmony, letters from schoolchildren at the camps, and photographs. http://www.lib.washington.edu/exhibits/harmony/Exhibit/default.htm Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 35 Argumentative Paragraph/Essay Rubric Structure-Introduction – states thesis/main idea – introduces main points Weighting Level 1 (50-59) - simple opening statement - limited identification of main points SCORE Level 2 (60-69) - thesis stated but unclear - main points unclear Level 3 (70-79) - thesis is stated but somewhat unclear - main points introduced with moderate clarity Level 4 (80-100) - thesis is precisely stated - main points clearly introduced Structure-Conclusion – summarizes thesis/main idea – summarizes main points Weighting Level 1 (50-59) - abrupt ending; limited summarizing of main points SCORE Level 2 (60-69) - thesis summarized but unclear - main point summarized but unclear Level 3 (70-79) - thesis summarized but somewhat unclear - main points summarized but unclear Level 4 (80-100) - thesis clearly summarized - main points clearly summarized Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 36 Supporting Reasons or Arguments – arguments are related to the main idea logically Weighting Level 1 (50-59) - arguments are unrelated SCORE Level 2 (60-69) - arguments are unclear and not logically related to the main idea Level 3 (70-79) - arguments are usually clear and logically related to the main idea Level 4 (80-100) - arguments are quite clear and logically related to the main idea Evidence and Examples – relevant supporting evidence – sufficient quantity of facts used Weighting Level 1 (50-59) - limited support of points, evidence mostly irrelevant - limited or unrelated facts used SCORE Level 2 (60-69) - some points have been supported, some evidence not relevant - insufficient or missing some facts Level 3 (70-79) - most points have been supported with relevant evidence - sufficient use of facts Level 4 (80-100) - each point has been supported with relevant evidence - substantial facts used Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 37 Mechanics of Writing – correct grammar and spelling used – use of correct citation method Weighting Level 1 (50-59) - grammar and spelling used with limited accuracy and effectiveness - citation method not followed or absent SCORE Level 2 (60-69) - grammar and spelling used with some accuracy and effectiveness - citation method used but with significant errors Level 3 (70-79) - grammar and spelling used with considerable accuracy and effectiveness - minor errors in citation method Level 4 (80-100) - correct grammar and spelling used with accuracy and effectiveness almost all of the time - precise use of citation method Additional Criteria Weighting Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 38 Debate Rubric Clear articulation of position Level 1 - position is not clearly stated SCORE Level 2 - position is recognized, but only clarified through prompting Level 3 - a clear position is stated Level 4 - a clear position is stated and fully articulated Provides support for position Level 1 - limited support for initial position SCORE Level 2 - support for initial position is present but lacks clarity of presentation Level 3 - support for initial position is clearly presented and reasoned based on evidence Level 4 - supporting arguments for position are both reasoned and persuasively presented Considers other positions Level 1 - limited sensitivity to other positions SCORE Level 2 - other positions acknowledged but not considered Level 3 - other positions acknowledged and considered Level 4 - other positions considered and effectively incorporated or countered Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 39 Effectively critiques positions Level 1 - limited sensitivity to other positions SCORE Level 2 - other positions acknowledged but not considered Level 3 - other positions acknowledged and considered Level 4 - other positions considered and effectively incorporated or countered Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 40 Oral Presentation Rubric Your Name: ______________________ Topic: _____________________________ Criteria Possible Self-Assessment Points Provided depth in coverage of topic. Presentation was well planned and coherent. Presenters were models of thoughtfulness. Personal experience integrated where relevant and appropriate. Explanations and reasons given for conclusions. Teacher Assessment 10 10 10 Communication aids were clear and useful. 10 Bibliographic information for others was complete. 10 Total Possible Points 50 Rate each category according to the following scale: • 9–10 = excellent • 7–8 = very good • 5–6 = good • 3–4 = satisfactory • 1–2 = poor • 0 = unsatisfactory Permission granted to reproduce for classroom use only. 2004 Social Studies School Service. (800) 421-4246 socialstudies.com 41 Resources on World War II: The Home Front available from Social Studies School Service To order, go to http://www.socialstudies.com/mproduct.html and enter the code and quantity of the desired titles or call toll-free 800-421-4246. AMERICA IN WORLD WAR II—THE 1940S: Primary Sources in U.S. History. Encourages students to synthesize ideas about life in 1940s America by examining letters and other primary source documents. Ten lessons cover “Business and Labor,” “Culture,” “Everyday Life,” “Immigration,” “Larger World/Diplomacy,” “Law and Society,” “Minority Experience,” “Politics,” “Religion,” and “Women.” Topics include Executive Order 9102, rationing, Ernie Pyle, women in the workforce, the 1944 election, and Norman Vincent Peale. Each lesson includes teaching notes, the documents themselves, and student handouts. The unit includes a sample lesson to introduce students to working with primary sources, and a complete set of analysis worksheets for use with any primary source. Note: A few documents may contain language and images which reflect racial prejudices of the time. Grades 9–12. Bibliography (including online sources). Spiralbound. 8½" x 11". Center for Learning. 100 p. ©2000. CFL623 Reproducible curriculum unit $27.95 WORLD WAR II—THE HOMEFRONT: Jackdaw®. Honoring the sacrifices made by civilians in wartime, this collection features five broadsheets with background essays and 15 replicas of period documents. Among the primary sources represented are: San Francisco Call Bulletin front pages, OWI publications (Negroes’ role in war and the food situation), ration book, radio script on meat rationing, CIO canteen card, ads from 1941 and 1945, Civil Defense booklet, Bendix aviation packet, personal correspondence, article on race riots, and ID cards for Civil Defense and Aircraft Warning Service. Essay topics: America before Pearl Harbor, galvanizing for war, daily life in wartime, morale and loyalty—a war of ideas, and victory brings change. Documents and essays are packaged in a sturdy portfolio with a study guide and reproducible masters appropriate for grades 6–12. ©2000. DJ360 Primary source collection, guide $41.00 CARTOONS GO TO WAR. During World War II, Bugs Bunny, Donald Duck, and other celluloid troopers were enlisted to wage a propaganda fight, boost the nation’s morale, and make training shorts for the armed forces. In this informative and entertaining video, film historians and animators (Chuck Jones, Milt Neil, Jerry Beck et al.) share memories and screen clips that show how studios joined the war on fascism with weapons like “Private Snafu,” “Ducktators,” “Der Fuehrer’s Face,” and “Malaria Marauders.” Provides a fascinating look at the culture, politics, and ethnic bias of wartime America as depicted in Hollywood cartoons. Grades 7 and up. Color and black-and-white. 50 minutes. A&E. FE169V VHS videocassette $19.95 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com 42 AMERICAN WOMEN AT WAR. Patriotic women appear on full-color reproductions of original war posters. “We Can Do It” shows a kerchiefed woman flexing her biceps; “I Wish I Were a Man,” sighs a woman in a Navy uniform; and “Feminine Patriotism” represents three areas of home-front service. 28"h x 20"w. National Archives. NK102 5 posters $37.50 AMERICA GOES TO WAR: World War II. Narrated by Eric Sevareid. Pairing a remarkable collection of primary sources with provocative commentary that doesn’t skirt issues (such as racial prejudice in the service and on the homefront), this tenpart program shows that, although the second World War did not touch the continental U.S. directly, it nevertheless altered every aspect of American life. Segments examine early isolationism, mobilization of military and industrial might, morale building by Hollywood stars and professional athletes, rationing, propaganda, African American servicemen, and postwar America. War efforts and sacrifices, 1940s popular culture, and the war abroad are documented in newsreel footage, radio broadcasts, recruitment and propaganda films, musical recordings, photographs, and posters. Includes a bonus program on The Story of GI Joe. Grades 7 and up. Color and black-and-white. Total time: 5 hours. Questar. QS180V BOXED SET: 6 VHS videocassettes $39.95 WHY WE FIGHT. Directed by Frank Capra, this well-known series was commissioned by the U.S. War Department during World War II to show why U.S. involvement was vital to the nation’s survival. Required viewing for every serviceman going overseas, the films today reveal the threat of Nazism and the patriotic necessity to stop it as it was perceived at the time. Newsreel footage and creative animation depict the Axis powers as a menace to the free world, conveying a strong sense of urgency and impending danger. Valuable for studying both World War II and the use of propaganda to boost morale, these programs are an authentic visual document of the actual fighting, the mood of the nation, and the government’s use of film as a weapon of war. Both Prelude to War and The Battle of Russia won Academy Awards for best feature-length documentary. Black-and-white. • Prelude to War (51 min.) • The Battle of Russia (80 min.) • Divide & Conquer (57 min.) • The Battle of Britain (53 min.) • The Nazi Strike (41 min.) • The Battle of China (62 min.) • War Comes to America (67 min.) VIC107V 7 VHS videocassettes $39.99 Permission granted to reproduce for classroom use only. © 2001 Social Studies School Service. (800) 421-4246 socialstudies.com
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