ZP184E_WWII Home Front

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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
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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
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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
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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
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“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
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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
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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
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“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
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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.
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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)
________________________________________________
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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.
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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.
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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?
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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.
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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
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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.
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APPENDIX
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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.”
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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.
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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.
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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
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Rationing
http://media.nara.gov/media/images/17/10/17-0934a.gif
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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