T ennessee’s T r av eling T re asures
teacher’s
Lesson Plan
for grades
5–8
Transforming America:
World War II
Homefront
An Educational
Outreach Program of the
Tennessee
State Museum
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T ennessee ’ s T r a ve l ing T r e a s u r es
Transforming America:
World War II Homefront
Introduction
Goal
To introduce students to life on the homefront in Tennessee
during World War II.
CONTENT
This trunk will convey the significance and impact of World War II on the
American (and more specifically, Tennessee) homefront. It will also help
students make greater connections between the events of WWII and their
lives today.
OBJECTIVES
•Recognize the changes that took place on the Tennessee
homefront due to WWII.
•Analyze how public opinions were shaped by propaganda
posters.
•Recognize the sacrifices made at home because of WWII,
as well as those made abroad by American soldiers.
int r o d u cti o n
From scrap drives and ration books to the Secret City of Oak Ridge,
Tennesseans played an integral role in the World War II war effort. In this
World War II Era Poster
trunk, the first lesson will set the stage as students identify photographs as being pre-war or during the war. Students will also
learn about the sacrifice and achievements that all Tennesseans made during one of the major turning points in our history. Trunk
activities will focus on many of these sacrifices and hardships as well as war strategy that concentrated on using propaganda to
affect public opinion.
One lesson in particular will investigate the secret world that permeated Oak Ridge during the development of the nuclear bomb.
Students will simulate this world by working in groups on very secretive projects that will culminate with them having developed a
pseudo nuclear bomb. The class will then ponder and discuss the results of nuclear warfare at the end of the war.
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Treasure Trunk
Contents
th r ee hist o r y l ess o ns
t r e a s u r e t r u n k invent o r y
P a ge 3
For the Greater Good:
Sacrifice and Change on the American Homefront
This lesson uses photographs to illustrate changes in Tennessee that occurred during World War II. Students will classify
Tennessee photographs as pre-war or taken during WWII.
Then, altogether the class will talk about the sacrifices people
made during the war. Students will then evaluate different
photographs and decide what type of sacrifice each represents.
P a ge 6
We’re All in the Army Now:
Analyzing World War II Posters
Working in teams, students will analyze ten propaganda posters deciding what the poster’s message was, who the audience
was, what kind of emotion the poster hopes to evoke, and how
successfully the poster does this.
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P a ge 8
“Shhh, It’s a Secret!”
How Oak Ridge Changed the World
The class will be divided into teams and told that they are
helping to develop a secret device. Only when each group is
finished, does the class find out that they were working on an
imaginary bomb and delivery device. This goes into a lesson
on Oak Ridge, Tennessee’s role in the development of the
atomic bomb.
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Pre-WWII and WWII photographic packets (8)
Photograph worksheet (8)
Photograph worksheet key
Sacrifice photographs PowerPoint
Sacrifice photographs key
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Reproduction posters from the WWII homefront (11)
Analyzing a poster worksheet
Worksheet key
Propaganda explanation
Propaganda and secrecy signs
ID badges for members of each team
Project material boxes for each team—
Red, Blue, Yellow, Green
Project key on each team
Secret envelope with two photographs of bombs
Reproduction of Knoxville newspaper on the bomb
Student Summary about Oak Ridge
Oak Ridge: Secret City edited film DVD
Worksheet on the film
Film worksheet key
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F o r G RAD E S
L E S S O N DURA T I O N
5
1 to 2 SESSIONS
Lesson 1
For the Greater Good:
Change and Sacrifice on the Tennessee Homefront
I N T RODU C T I O N
This lesson serves as an introduction for the other World War
illustrate changes in Tennessee that were ushered in by the
outbreak of WWII as well as explain why and how those
changes were brought about. Furthermore, this lesson emphasizes some of the important sacrifices that Tennesseans
were willing to make on behalf of their country. Finally, this
lesson concludes by giving students an opportunity to think
about sacrifices made today.
?
Guiding Question
II lessons that will follow in this unit. It uses photographs to
What were some changes in
Tennessee from the pre-WWII
to the WWII era? Why were
Tennesseans so willing to
make such sacrifices for
their country?
Have students keep in mind that war causes a great upheaval of life
and with it almost always comes change. Technology, industry, business, and family life are just a few of the areas in which changes occur.
The changes that WWII brought are no exception.
Sacrifices are a huge part of war, and are often the catalyst for change. By looking at photographs of pre-WWII Tennessee and photographs from the WWII years, students will be provided with an excellent source of information on lifestyles and culture of the era. This
information can be used so that we may better understand some of the sacrifices that people had to make and how those sacrifices
impacted change in Tennessee and the United States.
Goal
C URR I C ULU M S TA N DARD S
To recognize the changes in Tennessee that took place as a result of WWII, as well as
See page 12 for the state and national
some of the sacrifices Tennesseans made as a part of that change.
curriculum standards for this lesson.
OBJECTIVES
•Identify the differences between the pre-WWII and WWII Tennessee homefront.
l ess o n 1 r es o u r ces
•Understand the sacrifices that were made on the WWII Tennessee homefront.
The handouts and worksheets are
•Connect the sacrifices of the past with sacrifices that might be made today.
located as a pdf on the CD and as a hard
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copy in the back of the book under the
Lesson 1 tab.
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Lesson 1 continued
For the Greater Good:
Change and Sacrifice on the Tennessee Homefront
P RO C E DUR E S – P AR T 1 ( C H A N G E )
1. Divide the class into groups of four to five students and pass one packet of photographs and one photograph worksheet to each
group. Explain that the students will work together to sort the photographs into two categories: photos that represent pre-WWII
Tennessee and photos that represent Tennessee during the war years. Also explain that they will need to defend why they assigned
each photo to a particular category and which differences they see between the two sets of photographs.
2. All the groups will briefly share how they sorted their photographs and what the differences they noticed between the two categories. Each group needs to identify the theme of their packet and then point out which photographs represent prewar and which
ones were taken during the war. The key (behind the Resources tab) gives the teacher additional information about the photograph
that the students may not know.
P RO C E DUR E S – P AR T 2 ( s a c r ifice )
1. Explain to the class that during times of war, citizens are expected to sacrifice for their country. The most obvious example is to die
during the war or have a loved one die. When this happens, the person gives his life for his country and his or her family has to do
without their loved one. Write the words “Object” and “Sacrifice” on the board, and tell the class that you are going to show them
photographs from the war.
Show students the WWII photographs PowerPoint, one at a time, and read the explanation from the key. Then ask the class what
kind of sacrifice the photograph represented. Write their answers on the board. [There could be more than one answer.]
2. Emphasize the sacrifices that these objects represented for those on the WWII Tennessee homefront, and then ask students about
Americans’ willingness to make these types of sacrifices today. Point out that America is at war today in Iraq and Afghanistan.
Ask the students to think of any sacrifice that Americans are making today because of the war. Go down the list you just put on
the board and check the sacrifices that are also made today. (Answers highlighted on the key.) In addition, point out the following
differences.
• While there is not a draft today, people who join the army leave their home and loved ones.
• During WWII, women were left to take of their homes and children by themselves when their husbands went to war. While this
also happens today when husbands leave for Iraq or Afghanistan, point out that this might be reversed. Female soldiers are also
sent to war zones, leaving their husbands to run the home and take care of the children.
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Less o n 1 T r u n k m a te r i a l s
1. Pre-WWII and WWII Photographic Packets (8)
2. Photograph Worksheet (8)
3. Photograph Worksheet Key
4. Sacrifice Photographs
5. Sacrifice Photographs Key
ASSESSMENT
Ask your students to list ways people might sacrifice to help others even when there is
not a war. This might include giving up some of your leisure time to help others such
as mowing the grass at your elderly neighbor’s house, or participating in a walk to raise
money for a charity. Parents might save money to send a child to college. Your students
should come up with many more.
E x tensi o n
Using the internet and news accounts, have your students research the number of
deployed military units that are serving in today’s wars. Google “family strain number of
M a n Le aving N a shvi l l e f o r ww I I
military deployments.”
Here are some topics we found:
• Does number of military deployments increase well child doctor visits?
• E xtended military deployments to combat areas increase stress, anxiety
and depression among families
• The emotional cycles of deployment.
Now compare deployments during WWII for students. Point out that while many in the
armed forces were stationed stateside and could get weekend (or longer) passes to go
home, those sent overseas could not. So some soldiers and sailors might be away from
home for a few years. Would their families have the same issues as military families
today? Yes
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F o r G RAD E S
L E S S O N DURA T I O N
5–6
1 SESSION
Lesson 2
We’re All in the Army Now:
Analyzing World War II Posters
I N T RODU C T I O N
Guns were the principal weapon of World War II, but there were
other more subtle weapons that the U.S. government used. This
included propaganda messages in posters, radio, and film.
Propaganda is a message put out by a government or organization to promote a policy, idea, or cause. During World War
II, the U.S. government wanted the public to wholeheartedly
support the war efforts. They also wanted to maintain a good
public morale and a public commitment for the war.
?
Guiding Questions
Why did the U.S. government
produce propaganda posters during
World War II? What were some of
the messages?
Persuading the American public became a wartime industry.
The government launched an aggressive propaganda campaign to
galvanize public support for the war or to encourage particular actions.
The basic message was simple—we’re on the side of good, the enemy is
the side of evil. These images and messages were designed to tug at human emotions.
These types of messages included:
• Warnings of what could happen if America lost the war. Many of these messages were intended to scare people. They tried to motivate through fear to make sure Americans felt strongly about what the country was fighting for.
• Pleas for buying war bonds to help fund the war effort. Fighting this war was expensive. The usual source of funding for the government was taxes. Rather than raise taxes, the government opted to sell war bonds. This provided extra funds to help pay for the war costs.
• Encourage Americans to accept social change. Many Americans who didn’t join the armed forces were asked to join the industrial
force. African Americans and women were able to obtain industry jobs that had not been available to them before the war. This was
contrary to some social and racial beliefs. Posters and other propaganda devices stressed the importance of war production and acceptance of new people in the community and in local jobs.
C URR I C ULU M S TA N DARD S
See page 12 for the state and national
curriculum standards for this lesson.
• Pushing for more effort—The U.S. government wanted to encourage more factory
production and more community-led scrap drives. At the beginning of the war, the U.S.
was unprepared; it did not have enough industries producing war items. This changed
as industries that produced consumer goods like cars and radios were retooled to start
l ess o n 2 r es o u r ces
The handouts and worksheets are
located as a pdf on the CD and as a hard
copy in the back of the book under the
Lesson 2 tab.
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producing items needed for war such as ships, airplanes, tanks, and guns. The government installed price and wage controls, and rationed consumer goods like coffee, meat,
sugar, and other items.
• Encouraging sacrifice. The government promoted the idea that everyone must sacrifice for the war effort. Obviously people who had a loved one serving overseas or had a
son, father or husband die sacrificed more than others. But the government encouraged
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Less o n 2 T r u n k m a te r i a l s
1. Reproduction Posters from the WWII Homefront (11)
2. Analyzing a Poster Worksheet
3. Analyzing a Poster Worksheet Key
4. Propaganda Explanation
women to go without nylon or silk stockings so the materials could be used in parachute
cords. Families were told to have meatless meals and to cut back on using sugar. People
were also encouraged to leave their cars at home to save gas, and to grow their own
vegetable gardens so farmers could supply the troops—all in the name of sacrifice.
Goal
To understand how propaganda posters influenced the thoughts and actions of Americans during World War II
OBJECTIVES
•To understand the importance of propaganda posters during a war
•To recognize the purpose behind World War II posters
•To be able to identify target audiences for WWII propaganda posters
ASSESSMENT
After the lesson, ask the students to design a propaganda poster that the government
(local, state, or national) might use today. Assign the students homework to write a de-
P o ste r enc o u r a ging pe o p l e t o
b u y wa r b o n d s
scription of their poster, identifying the purpose, message and audience. Then the next
day during class, have them actually design the poster.
P RO C E DUR E S
Display all eleven posters out in the front of the classroom so all the students can see them. Explain that these are reproductions of
posters that were produced and posted in the U.S. during World War II. Explain that they are considered propaganda posters. Read the
explanation about propaganda. Explain the types of messages listed in the introduction.
1. Take the “deliver us from evil” poster. The purpose of the poster is to get people to buy war bonds. Which message does it use?
(fear) Point out that the swastika behind the girl was a symbol of Nazi Germany. The girl has stringy hair, a dirty face, and she
looks scared. The underlying message is that she has been mistreated by the Nazi forces. Ask the class if they think this is an
effective poster. Is the message clear? Does it have emotional appeal? Do you think it had a great impact? [This is one of the more
effective posters from the war.]
2. Divide the class up into groups of three or four students. Assign each group a poster from the remaining ten and give them the
“analyzing a poster” worksheet. Tell them they are going to analyze a poster that was used during World War II (You may need to
explain that these posters are reproductions.) using the same techniques that the class did for the “deliver us from evil” poster. In
order to analyze the poster, tell the students to consider who the audience was for the poster and which actions did the government
want people to do. Give them time to answer the questions on the worksheet.
3. Go through each poster with the entire class having each group report on their results. A key is provided so you can add additional
information.
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F o r G RAD E S
L E S S O N DURA T I O N
5–8
2 to 3 SESSIONS
Lesson 3
“Shhh, It’s a Secret!”
How Oak Ridge Changed the World
I N T RODU C T I O N
During World War II, there was a secret project known as the “Manhattan Project” that built the two atomic bombs that were dropped on
Japan to end the war. Oak Ridge, Tennessee, was one of the major
Alamos, New Mexico, and the Hanford Site in Washington state.]
The Oak Ridge site included a uranium enrichment plant
designed to separate uranium 235 from uranium 238 so that it
?
Guiding Questions
development centers of that project. [Other centers were Los
Why did the government keep
Oak Ridge secret and were
they successful?
could be used as fuel for a nuclear weapon. They also developed
the process for creating plutonium that was used as the full production method at another Manhattan Project site.
Oak Ridge was a small rural community of about 4,000 residents in
1942. By 1944 it had a population of 75,000 and was the fifth largest city in
Tennessee, but due to the project’s secrecy, it was not shown on any maps of the state at the time. People in the area often said that
it seemed that the town “grew overnight.” Most of the population worked on the project either in the labs, production facilities, or
related public services.
C URR I C ULU M S TA N DARD S
The building of the facilities, as well as inventing the processes that would allow the
separation of uranium, had to be accomplished at the same time so the United States
See page 12 for the state and national
could develop the technology before the German and Japanese governments. This huge
curriculum standards for this lesson.
undertaking had to be done in complete secrecy. The government did not want anyone
to know the goals behind the Manhattan Project. The project’s final goal was a secret
even to the vast majority of the workers.
l ess o n 3 r es o u r ces
The handouts and worksheets are
located as a pdf on the CD and as a hard
copy in the back of the book under the
Lesson 3 tab.
Two atomic bombs were made with the fuel and processes created at the Oak Ridge
facilities and were used on Japan in August of 1945. The first bomb, nicknamed “Little
Boy,” was made from uranium, and dropped on Hiroshima, Japan, on August 6, 1945.
The second bomb, “Fat Man,” made with plutonium, was dropped on Nagasaki, Japan,
on August 9, 1945. Although the U.S. didn’t have any more atomic bombs prepared,
the Japanese thought they had more. With the destruction caused by the two bombs,
Japanese leaders decided to surrender rather than risk more bombs. On August 14,
1945, Japan surrendered to the Allies ending World War II.
Most of the workers at Oak Ridge found out what they had made the same way the
rest of the world did, in the newspaper the day after the first atomic bomb had been
dropped.
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Less o n 3 T r u n k m a te r i a l s
1. Propaganda and secrecy signs
2. ID badges for members of each team
3. Project material boxes for each team—
Red, Blue, Yellow, Green
4. Project key on each team
5. Secret envelope with two photographs of bombs
6. Reproduction of Knoxville newspaper on the bomb
7. Student Summary about Oak Ridge
8. Oak Ridge: Secret City edited film DVD
9. Worksheet on the film
10.Film worksheet key
GoalS
To expose students to the unique city of Oak Ridge, Tennessee, and give them a better understanding of its contributions to World War II
OBJECTIVES
•For students to recognize the contribution of Oak Ridge, Tennessee, to the war effort
•When given a group task, students will collaborate to complete the task according to the stated criteria
•Students will understand the larger scope of the Manhattan Project
•They will understand how secrecy is maintained on a government project and why it is important
ASSESSMENT
The assessment for this lesson will primarily be informal with student participation in class discussion and activities as the focus. Students should show an understanding of the seriousness of using the atomic bomb as a means of ending the war and the importance of
the role Oak Ridge played in that decision.
P RO C E DUR E S Do not present any introduction or information about Oak Ridge prior to this lesson.
Preparation before class
•Post warning signs and propaganda posters from the trunk around the room.
•Put the top secret envelope in the front of the room.
•Review the team materials and decide which airplane design you want to use with your students.
P RO C E DUR E S - P a r t 1 – I t ’ s a sec r et !
1. Each student will be assigned a specific role as a team member. There are four teams: Red, Blue, Yellow, and Green. Issue group ID
cards to each group member.
2. Have work areas for each team and let the students go to their areas.
3. Tell the students that this is a highly classified project. Each group will be developing something. No one is to know what the other
group is doing. In fact, no one is to talk about what they are doing. They are free to talk about other things while they are working,
but not what they are working on. Read the Security Brief to the students.
4. Also tell the students that FBI agents are secretly assigned inside their classroom. These agents are there to watch the students
and make sure no one passes information to other teams. The students will be told that these agents will report any security
breach to the teacher. Note: No student will be assigned this task. It is merely designed to increase the state of paranoia inside the
work force!
5. Also it is important for team members to report any security breaches they see. Tell them: “if you hear anyone talking about your
project to another team, report them to the teacher. Also, if anyone asks you what you are working on then it is your responsibility to
report that person to the teacher. Write their name on a sheet of paper and turn it in to the teacher.”
Continued next page
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Lesson 2 continued
“Shhh, It’s a Secret!”
How Oak Ridge Changed the World
6. Issue each group their project materials and their list of directions for completing their project. Allow about 20 minutes for all
groups to complete their assignment. You may have to assist some of the teams with their project.
7. When all projects are completed successfully, display each group’s product in the front of the classroom. For example, allow
the Blue Team to demonstrate their electromagnet and how the magnetic field can be turned “on” and “off” to pick up and drop
paperclips.
8. Then collect one paperclip chain, the paper sphere, and paper airplane. The teacher will place the paperclip chain into the paper ball
and then tape the ball to the belly of the airplane using regular transparent tape. The teacher will then fly the plane as the students
observe.
9. Inform the groups of what each of their roles was in the process of accomplishing the overall goal to build an atomic bomb and a
delivery system for the bomb:
• The Blue Team built an electromagnet which is an efficient means of separating U-235 and U-238 because it can be turned on
to gather the fuel and then turned off to release the fuel in a new container. This was one method used in Oak Ridge to separate
uranium.
• The Yellow Team separated the fuel for the bomb (uranium 235). This separation process is known as enriching uranium. The
team then chained the U-235 together.
• The Green Team constructed a bomb case to hold the U-235 and other substances.
• The Red Team constructed an airplane to deliver the bomb.
10.The teacher will explain to the students that in World War II, there was a secret project known as the Manhattan Project that built
the two atomic bombs used on Japan. Oak Ridge, Tennessee, was a major part of that project. Scientists working there separated
the uranium 235 from uranium 238 to use as fuel for one of the two atomic bombs. They used two methods of separation. One
method involved using an electromagnet to gather the uranium 235. An electromagnet was used because of the ability to turn
the magnetic field “on” and “off”. This allowed them to “pick up” the uranium 235 and then “drop it off” at another location. The
process of separating uranium 235 from uranium 238 is known as enriching. The second method was gaseous diffusion. [Your
students did not use this method.] In this method, based on the scientific principle that molecules of a lighter isotope would pass
through a porous (holes) barrier faster than heavier ones, the uranium was based through numerous barriers. Since U-235 is
lighter, this eventually removed the heavier U-238.
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11. Explain to the class that at Oak Ridge, many of the employees
did not know what they were making and/or how it would be
used. Even so, everyone knew that they were supposed to
keep their work secret so enemy spies couldn’t find out about
it. Ask these questions.
a. When you came into class today what did you think about
all of these signs?
b. How did they make you feel?
c. Did it make you nervous that people might be spying on
you?
d. Did anyone talk about their projects to other group
members?
e. Did anyone try to spy on your group’s project?
f. Do you have any idea of what this class project was about?
12.After a short discussion about secrecy, ask them if they are
ready to see what the finished product of what they constructed. Open the Top Secret Box in the middle of the room:
M a nh atta n p r o ject wa r ning - O a k Ri d ge , tennessee
Bring out the photographs of Fat Man and Little Boy. Ask
students if they can identify what these are? They may guess a bomb. Then show the Knoxville newspaper image with the atomic
bomb exploding on it.
13.Tell the class they will learn more about Oak Ridge tomorrow.
P RO C E DUR E S - P a r t 2 – S ec r et C it y fi l m
14.In the next class session, ask the students how they would have felt if they had built a bomb that killed so many people? Ask them
to speculate how the people in Oak Ridge felt about dropping the bomb on Japan.
15.Have the students read the summary on Oak Ridge. Show Secret City: The Oak Ridge Story.
16.After watching the movie, pass out the worksheet and have the students answer questions about the film.
EXTENSION
Hold a class debate about whether or not the U.S. should have dropped the atomic bomb. Assign students to be pro and anti bomb.
Give them time to discuss their arguments.
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State and National Curriculum Standards
S T A N DARD S C O V E R E D B Y T H E T RU N K
Tennessee
4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.
5.1.spi.2 Interpret how culture changes over time as a consequence
of industrialization, technology, or cultural diffusion (i.e., railroad
transportation, telecommunication, building design, varied types of
music, and the growth of government services).
5.2.tip.3 Discuss how the United States government creates economic rules in times of crisis (i.e., rationing, FDIC).
5.4.tip.1 Give an example of a conflict and solution between common
good and individual rights.
5.09 Understand America’s role during World War II.
5.5.spi.5 Interpret a visual contrasting life before and after World
War II (i.e., education, family size, transportation, urbanization, and
the role of women).
5.5.tpi.1 Recognize continuity and change in the history of Tennessee, the United States, and the world.
6.01 Recognize the impact of individual and group decisions on
citizens and communities in a democratic republic.
6.02 Understand how groups can impact change at the local, state,
and national level.
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Tennessee High School:
•Understand the effects of World War II on American society.
•Understand how World War II affected the American Economy.
•Analyze how World War II affected the American economy (i.e,
women in the workforce, movement to urban centers, military industrial complex, minority employment, postwar G.I. Bill, globalization, rationing, childcare).
•Recognize the effect of the New Deal and World War II on Tennessee (i.e., the creation of Fort Campbell, Kentucky, Tennessee Valley
Authority, Secretary of State Cordell Hull, Oak Ridge).
•Evaluate the impact of the Manhattan Project (i.e., the creation of
Oak Ridge, Tennessee, nuclear proliferation, espionage, ethical
debate, medical experimentation, Nagasaki, Hiroshima).
•4.0 recognize the effects of political policies on civil liberties during
World War II.
•5.0 Investigate the causes and significance of World War II.
•6.0 Understand the dynamics of American life during World War II
National Curriculum:
E8.3A The student understands the international background of
World War II.
E8.3C The student understands the effects of World War II and
home.
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LESSON 1
RESOURCES
Lesson 1
For the Greater Good:
Change and Sacrifice on the Tennessee Homefront
L E S S O N p l a n resources
1. Photograph Worksheet
2. Photograph Worksheet key
3. Objects Sacrifice key
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World War II Homefront
Pre-World War II and World War II
Photographs Worksheet
Page 1 of 1
Look at the photographs. Working in your group, decide which ones were taken before the war and which ones you think were
taken during World War II. [Hints: Think about how the people shown in the photographs are dressed. People during World
War II dressed somewhat like we do today. Also if you have three obvious WWII pictures, the other three are before the war.]
After you decide when the photograph was taken, write the photograph’s title in the correct column below.
Before World War II
During World War II
1.
1.
2.
2.
3.
3.
Each packet tells a story about life in Tennessee. The theme for your packet is included. Explain to your class, how your
photographs fit this theme.
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Photographic Packets Key
Page 1 of 6
Leisure Packet
Before World War II
During World War II
Dance at Memphis club: The
couples are dancing the jitterbug –
a dance popular in the 1930s. This
might look like a war time picture to
students; point out that during war,
many of the young men would have
been gone.
Girls in front of Webbs Theater:
Going to the movies was a popular
pastime during the war. The American flag and the girls clothing dates
this as a war photograph. This photograph was taken in front of Webbs
Theater in Harriman, Tennessee, in
1942. Before the movie began, there
would be a short film about the latest
war news.
Paris, Tennessee centennial
parade: People riding in wagons
as part of a parade celebrating the
centennial of the city in 1923. The
clothing should indicate to students
that this is pre-war.
Soldiers listening to jukebox:
Jukeboxes became popular during
the war. Soldiers, like most young
adults, liked listening to popular
music.
UT football player: All American
University of Tennessee football
player George Cafego in 1939. UT
fielded teams during World War II
although many players and head
coach Robert Neyland left to serve in
the military. It did not have a team in
1943 due to lack of players.
Local dance in Nashville: Every
large city that had a military base
located nearby often had social
activities to appeal to soldiers. It
was felt that most soldiers would
be homesick for their families and
friends, and city leaders wanted to
host social events for the soldiers—
including meeting young women and
dancing. This photograph was taken
at the YMCA in Nashville in 1942.
The soldiers had arrived at the Army
Air Force Classification Center in the
city for a short time before shipping
out, so the soldiers and girls probably didn’t know each other prior to
the dance.
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Photographic Packets Key
Page 2 of 6
Everyday Life Packet
Before World War II
During World War II
Unemployment line in Memphis:
Part of the daily unemployment
line in Memphis in 1938. They are
sitting outside the State Employment
Service Office waiting their turn to
ask about jobs. Although the Great
Depression started with the stock
market crash in 1929, the effects of
unemployment continued through
the 1930s. It wasn’t until after the
start of World War II that there were
plenty of jobs available.
Victory Garden in city park: Families
were encouraged to grow their own
vegetables during the war so that
farmers’ produce could go to feed
the troops. These were called Victory Gardens. Here two local armed
forces personnel check on the plants
at Nashville’s Centennial Park.
Family in front of fireplace: Photograph of a family at home in Loyston,
Tennessee, in 1933. This photograph
was taken by famed photographer
Lewis Hine who had been hired by
the Tennessee Valley Authority to
document life in the valley before
Norris Dam was built.
Soldier washing clothes in snowy
stream: A photograph of an American soldier somewhere in Europe.
Often soldiers on the move didn’t
have time to set up a formal camp,
but rather slept and ate by the road.
In this case, the soldier is taking time
to wash his clothes in a stream.
Couple in café: Photograph of the
Day’s Café in Jackson, Tennessee in
1930. This is hard to date. Students
will probably note that there are
three strong WWII photos, and
assume by elimination that this is a
pre-war one.
Recycling fats: A woman brings her
saved can of grease to the butcher to
recycle during the war. The business owner then passes it on to a
rendering plant. The poster says
“save waste fats for explosives.”
Waste fats or grease was left over
after frying bacon or meats. Instead
of throwing away the leftover fat in
the pan, it would be poured through
a sieve into a can and saved.
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Photographic Packets Key
Page 3 of 6
Children’s Lives Packet
Before World War II
During World War II
Children in Wilder pumping water:
This photograph was taken in Wilder,
Tennessee, during the 1930s. The
young girl is pumping water from a
well that is described as the town’s
sole water supply. This means they
did not have water running into their
homes.
Collecting fat for scrap drive: These
school children line up to deposit fat
or grease as part of a scrap drive.
Each child has a container with the
fat they collected at home.
Little girls and dog: A photograph of
two sisters (on each end) standing
with a friend and their dog beside
their Dad’s truck in 1930s. According
to the sign on the truck, he did electrical work in Lexington, Tennessee.
Knitting sweaters for soldiers:
Teenagers get together at someone’s
house to knit sweaters to be sent to
soldiers. These would probably be
given to the American Red Cross to
distribute.
Students in shop class: A photograph of two students at Farragut
Agricultural School in Knox County
learning how to use electrical equipment in 1941. Skills with machines
were often taught at public schools
to prepare students for jobs. However these students probably ended
up in the armed forces after they
graduated.
Leaving home for the army: A man
kisses a young girl held up to him
while he is on a train in Nashville on
the way to join the armed forces.
Many children saw their fathers or
brothers leave home for the armed
forces during the war. Notice the
older woman in the background
crying and the people watching from
the bridge.
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Photographic Packets Key
Page 4 of 6
Women’s Lives Packet
Before World War II
During World War II
Weaving cloth: A woman works a
loom to weave cloth by hand at a
school in Gatlinburg. The fact they
are teaching women how to weave
dates it before the war.
Checking ration coupons: A woman
checks the price and ration coupons
on the bottom of the can. During the
war, certain items were rationed.
This meant that in order to buy the
product, you had to have enough
money and enough coupons. On
this can, it indicates that the cost
is 16 cents, but it also requires 12
coupons.
Telephone operators: A photograph
of telephone operators in Lexington,
Tennessee. Before the 1950s, all
phone calls went through an operator who would connect the caller to
the desired number. The women’s
dresses date the photograph before
the war.
Building an airplane: A woman
uses a rivet gun to build an airplane
at the Vultee Plant in Nashville.
Women were encouraged to work at
formerly all-male jobs since many
young men in those jobs joined the
armed services. Since industries had
increased production of war goods,
extra workers were needed at the
plants. You might also want to point
out that this labor need meant it was
easier for African Americans to get
industrial jobs during the war.
Waitresses at café: A photograph
of the waitresses at Mrs. Robert’s
Eat Shop in Jackson, Tennessee,
in 1935. Another hard-to-date
photograph. Since the other three
photographs are obviously during
the war, the students should be able
to put this one pre-war by a process
of elimination.
Sewing a parachute: A young
woman at the army’s Camp Campbell in Tennessee sews a parachute
during the war. She was probably a
civilian employee at the camp.
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Photographic Packets Key
Page 5 of 6
Men’s Lives Packet
Before World War II
During World War II
Building a road culvert: A photograph of men building a culvert
beside a road in Tennessee. These
men were working for the Civilian
Conservation Corps (CCC), a New
Deal federal government program to
give unemployed men jobs working
on public projects.
Loading bombs on an airplane:
Not all men in the armed services
served in a combat role. Here these
men’s jobs are to load bombs on an
airplane before the pilot takes off
to bomb a target. The palm trees in
the background place this air strip
somewhere in the Pacific Ocean.
Singing on town square: A group
of unemployed men are hanging out
on the town square in Maynardville,
Tennessee. One of them is playing a
guitar and singing.
Firing a gun at sea: These men are
part of the U.S. Navy, and are firing
guns at Japanese ships in February
1945 in the Pacific Ocean. Notice the
spent shells below the guns.
Building a TVA dam: A group of men
working on the Fort Loudon Dam.
The dam was built by the Tennessee Valley Authority (TVA) that was
set up as part of the New Deal in
the 1930s to bring electricity and
employment to people living in the
Tennessee River valley.
Welding a ship: U.S. industries
increased production during the
war. These workers in Chattanooga
are welding a part on a ship they are
building.
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Photographic Packets Key
Page 6 of 6
Rural Life Packet
Before World War II
During World War II
Washing clothes: A family in East
Tennessee washes clothes outside
in 1933. A young girl stirs a kettle of
clothes over a fire, while two older
women at the right are rinsing the
clothes. These would then be hung
out to dry. The water was heated to
help remove dirt.
Army inspection: Members of
the U.S. Army on the Tennessee
Maneuvers in 1942 have their gear
and tents out for inspection by
officers. The Tennessee Maneuvers
was a major army exercise held in
the farmlands of Tennessee to help
prepare soldiers for an expected
invasion of France. Nearly 800,000
men participated in the maneuvers.
Farm workers: A group of farmer
workers in Blount County pose for a
photograph in the 1930s.
Farmer on tractor: A farmer in Tennessee during the 1940s. Farmers in
the state began to use tractors more
and more to plow fields. Farmers
were exempt from the draft since
their work was considered essential
for the war effort. Laborers who
worked for farmers were not exempt.
Plowing a field: A farmer plows a
field in northeast Tennessee using
two mules during the 1930s.
Cooking on side of road: Two men
from Tennessee cook a meal while
on duty with the army in Europe during the war.
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Objects/Sacrifice Key
Page 1 of 1
(Items in gray are answers to #4 in the procedure)
Object
Explanation
Sacrifice
Draft registration (reproduction)
If drafted, a man had to report to the armed
forces for service during the war.
Gives up job, home life, and the ability to be
with his family.
Ration stamps reproduction
Must be used to purchase certain food and
other items in short supply (beef, coffee,
sugar, tea, tires, etc.).
Can’t purchase items that you want if you
don’t have enough ration stamps
Victory garden photograph
People grow their own vegetables at home.
Have to work harder—digging ground,
planting, and tending vegetables instead of
buying at the store.
Photo of teenager with canned jars
Nashville teen won contest for most canned
foods
Extra work canning foods instead of buying
at the store
Bemis war bonds photograph
People, like these workers at Bemis, TN,
were encouraged to buy war bonds to help
fund the war effort.
Instead of having extra money to spend on
themselves, workers bought war bonds.
“Get a War Job” poster
The poster encourages women to work to
help them through missing their husbands.
Women were left to take care of their homes
by themselves when men went to war. Many
missed their husbands greatly.
“Get a War Job” poster
Encouraged people to use items until they
wore out.
People didn’t buy new clothes or new items.
Nylon & silk stocking scrap drive photo
Women were encouraged to turn in their silk
and nylon stockings in to the scrap drive to
be recycled as parachute cord.
It was fashionable for women to wear stockings. They had to switch to cotton ones or go
without.
Listening to radio news photograph
This Nashville woman’s four sons were serving in the armed forces. She listens to the
radio news to hear if any of their units were
involved in action.
People worried that their loved ones might be
killed in the war.
Photograph of 1940 automobile
When the war started, factories quit producing new automobiles and started manufacturing war materials like jeeps, tanks, or
airplanes
No one could purchase a new car.
Gasoline ration card
No one could buy gas for their car unless
they had enough ration stamps. And people
didn’t get very many stamps unless they had
an important job. (doctors, manufacturing,
police, etc.)
People walked or rode the bus more. They
did not take vacations using their cars.
Photograph of amputee
Injured soldiers sometimes lost limbs or suffered life-long disabilities
Injuries received in the war changed peoples’
lives forever
Obituary
Death notice for Knoxvillian Walter Gentry
killed during WWII
People lost loved ones who died in the war
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Lesson 2
We’re All in the Army Now:
Analyzing World War II Posters
L E S S O N p l a n resources
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LESSON 2
2. Analyzing a World War II Poster Key
RESOURCES
1. Analyzing a World War II Poster Worksheet
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Analyzing a World War II Poster Worksheet
Page 1 of 1
Look at your poster and answer the following questions.
1. W
hat is the written message on the poster?
2. Describe the image used on the poster.
3. What is the purpose of the poster?
4. Who was the audience for the poster?
5. What is the emotion the poster conveys?
6. Is there an underlying or deeper message in the poster that is not stated? If so, what is it?
7. What emotions does this poster raise?
8. Rate your poster on how well you think it does the job it was intended to do. Use these ratings:
a. One—not very good. Unclear why the poster was designed or what the message is
b. Two—only fair. Message or image is not very clear
c. Three—average. Message and image understandable
d. Four—better than average. Clever design and/or use of message
e. Five—excellent. Poster has emotional appeal and a great impact
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Analyzing a World War II Poster Key
Page 1 of 3
1. S
ub Spotted
a. Written message: “‘Sub Spotted—Let ‘em have it!’ Lend a Hand—Enlist in your Navy today”
b. Image: Sailor guiding a canister (depth charge) labeled “TNT” while other sailors lower it down on a shaft. The flash in
the background is a depth charge with shaft attached that has just been launched.
c. Purpose: To persuade men to enlist in the U.S. Navy
d. Audience: Young men from 18 to early 30s
e. Emotion: Pride
f. Underlying message: These young men look strong and brave, so if you enlist, you will become strong and brave too.
2. Careless Word
a. Written message: “A careless word…A Needless Sinking”
b. Image: Men in a row boat at sea. Some look to be injured with torn clothes. In the background a burning ship is sinking.
c. Purpose: To keep people from talking about war secrets. Germany had spies working in the U.S. For example, if a spy
overheard someone talking about their son’s ship leaving Norfolk, VA, on a certain day, the spy could notify the Germans
who could have a submarine waiting outside the harbor to try and sink the ship.
d. Audience: People in the U.S.
e. Emotion: Fear
f. Underlying message: Uses fear to reinforce written message. The sinking ship looks frightening.
3. Y
ou buy ‘em, we’ll fly ‘em
a. Written message: “‘You buy ‘em, we’ll fly ‘em!’ Defense Bonds Stamps”
b. Image: A pilot in the cockpit of his plane with other planes in the background. He is giving a thumbs up signal.
c. Purpose: To encourage sales of defense bonds.
d. Audience: People in the U.S.
e. Emotion: Pride
f. Underlying message: The pilot looks capable and brave while the planes in the background look impressive. This tries to
convince everyday Americans that they have a part in keeping the pilots and airplanes flying for the war.
4. W
e’re in the army now
a. Written message: “We’re in the army now. Your aid is vital. Save metals, rags, paper, bones, rubber, glass. They are used
in war supplies. Get in touch with your local committee.”
b. Three well-dressed women. One is carrying folded newspapers, the other kitchen utensils and the third an iron decorative item. A dog is carrying a bone.
c. Purpose: To encourage people to recycle home, business, and farm items.
d. Audience: People in the U.S.
e. Emotion: Togetherness
f. Underlying message: The musical notes are there because “We’re in the army now” was a popular song. This encourages
the idea that people at home were helping to fight the war. The use of three attractive, well-dressed women is a advertising
technique that helps people see themselves as characters in the ad who are helping out. The dog was added as being cute,
but actually bones could be used to make glue for aircraft, ground up to make fertilizer or turned into glycerin for explosives, so even the family dog was helping out.
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Analyzing a World War II Poster Key
Page 2 of 3
5. Don’t let that shadow
a. Written message: “Don’t let that shadow touch them. Buy War Bonds”
b. Images: Three children on the grass holding toys. The older boy is holding an airplane while the younger has an American flag. They look frightened as the shadow of a swastika covers the ground.
c. Purpose: To sell war bonds
d. Audience: People in the U.S.
e. Emotion: Fear
f. Underlying message: That our children could be threatened by Nazi Germany if we don’t win the war.
6. W
e can do it
a. Written message: “We Can Do It!”
b. Images: A woman dressed in a blue work shirt with a red bandana holding her hair back. She is flexing her arm muscles.
c. Purpose: Encourage women to work at formerly all-male jobs
d. Audience: Adult women
e. Emotion: Pride
f. Underlying message: By putting her in a blue collar shirt, the poster suggests that women can work in blue collar positions, since (having her flex her arm muscles) women are strong enough. The premise was that if women would work in
formerly all-male jobs, then men could join the armed forces and fight.
7. Americans will always fight for liberty
a. Written message: “1778, 1943. Americans will always fight for liberty”
b. Images: In the background are Continental army soldiers with the year 1778 over their heads while modern day soldiers
with the date 1943 over their heads march in front. Both groups of soldiers are looking at each other.
c. Purpose: To make the populace feel more patriotic and to reinforce the belief that Americans are fighting World War II for
liberty.
d. Audience: All Americans
e. Emotion: Pride, patriotism
f. Underlying message: Just as the people in Colonial American rose up against tyranny and fought the Revolutionary War,
Americans today are fighting for liberty for themselves and others in World War II.
8. I gave a man
a. Written message: “I gave a man! Will you give at least 10% of your pay in War Bonds?”
b. Image: A woman holding a smiling baby and young girl.
c. Purpose: To get people to invest at least 10 percent of their pay in war bonds.
d. Audience: Working adults
e. Emotion: Sadness, guilt
f. Underlying message: A woman has to raise her two children alone because her husband has gone overseas and died.
With all of her sacrifice, the least others can do is buy war bonds. [Note: Some may interpret the poster to mean that the
husband is not dead since the children are smiling. In this case, the sacrifice is that she is alone while her husband is overseas and the children can’t see their father.]
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Analyzing a World War II Poster Key
Page 3 of 3
9. G
et a load of this
a. Written message: “Get a load of this… The Army needs lumber for crates and boxes”
b. Image: Three men, two with their shirts off appear to be loading or unloading crates while in the background ships are
under attack.
c. Purpose: To get people to conserve lumber so there would be more for the war effort
d. Audience: Farmers and lumber companiese.
e. Emotion: Wanting to help
f. Underlying message: The posters often showed men with their shirts off and with muscled arms. This was a propaganda
technique to imply that American soldiers were young and strong. The enemy was usually drawn as sinister characters.
This was part of defining the enemy as evil and Americans as good. This poster encouraged people to help young, strong
American soldiers.
10. Don’t rely on the other fellow
a. Written message: “Don’t rely on the other fellow. Uncle Sam is relying on you. Work to win!”
b. Images: In the first drawing, one guy is working hard and sweating while other two stand around talking. In the
second drawing, the man is working without sweating, as a figure dressed as Uncle Sam has his arms around the two
men who are now working.
c. Purpose: To get people to work hard at their jobs.
d. Audience: Working people
e. Emotion: Guilt
f. Underlying message: That Uncle Sam (the U.S.) needs for people to work hard so the country can win the war. This also
tries to make people who aren’t working hard feel guilty.
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Lesson 3
“Shhh, It’s a Secret!”
How Oak Ridge Changed the World
L E S S O N p l a n resources
1. Security Briefing
2. List of Group Assignments and Materials (Teacher’s key)
3. Student Summary about Oak Ridge, Tennessee
4. Student Worksheet for Secret City Film
5. Student Worksheet for Secret City Film Key
LESSON 3
RESOURCES
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Subject: Security Briefing
Page 1 of 1
You have been selected for a highly classified Top Secret project. You will be broken into teams according to the color on your
badge. You are not allowed to discuss this project with anyone outside of your team. You will only discuss with your team
members items which are necessary to complete your assigned task. Do not speculate about why you’re being asked to perform this task. You do not need to know. You do need to always remember that the task you are performing is vital and your
failure could result in the death of thousands of your fellow Americans.
There are those who want to know what you are doing. They have sent spies and saboteurs in the past, and they will again.
One of the people right next to you could be a spy. If you suspect you know a spy don’t hesitate to write their name down and
give it to the Project Security Officer (your teacher).
Due to the importance of the work you are doing, we have placed specially trained FBI agents in the workforce to safe guard
you and your vital work. They will report any suspicious activity to the Project Security Officer.
Remember loose talk helps our enemy so let’s keep our trap shut!
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List of Group Assignments and Materials
(Teachers key)
Page 1 of 2
Yellow Team: Separating U-235 and U-238 isotopes
Project materials: bottle, metal & plastic paper clips, magnet, empty container
Top Secret Product: This group is separating U-235 isotopes (metal paper clips) from U-238 isotopes (plastic paper clips).
The metal paper clips will be magnetically drawn to the electromagnet. Point out that many people working on the electromagnet also didn’t know what they were making.
Purpose: The U.S. government needed to separate U-235 from U-238 isotopes in order to construct the bomb
Instructions: The yellow team will be assigned the task of separating the metal paperclips from the plastic paper clips using
a magnet. All paper clips will be placed in the empty bottle that is provided. The students will remove the metal clips from
the bottle without removing the plastic paperclips. They will accomplish this by moving the magnet along the outside of the
bottle. At no point can the students manually empty the clips from the bottle. After the metal clips are removed, students will
connect paperclips into chains of six paper clips per chain.
Blue Team: Build an Electromagnet
Project materials: Wire, alligator clips, metal paper clips, nail, One 6-volt lantern battery, scissors, knife-type switch,
tape measure.
Top Secret Product: To create an electromagnet that can separately pick up metal paper clips (U-235). Students cannot touch
the paper clips with their fingers. They must only use the magnet to move metal clips.
Purpose: Make an electromagnet to separate U-235 for an atomic bomb
Instructions: The blue team will be assigned the task of constructing an electromagnet using the materials provided. The nail
must be wrapped from end to end with wire, attached to alligator clips, and then connected to the 6-volt battery and knife
switch. The electromagnet must be capable of picking up a small metal object and releasing it on command. Be sure the students leave the knife switch open in the “Off” position whenever they are not using the electromagnet. Heat will build up in the
wire and battery if left “On” for long periods.
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List of Group Assignments and Materials
(Teachers key)
Page 2 of 2
Red Team: Build an airplane
Project materials: 8.5 x 11 paper, measuring tape, masking tape, and folding instructions.
Top Secret Goal: To create a flyable airplane.
Purpose: To make an airplane capable of delivering the bomb
Instructions: The red team will be assigned the task of constructing a paper airplane. Using the design given, each member will attempt to construct his/her own aircraft. The team will be assigned an open area where members can test-fly their
planes. They will measure the distances the planes fly with a customary measuring tape by marking where the planes land
with masking tape. The team will submit the one aircraft that flies at least 10 feet. If all the planes fly at least 10 feet, then the
one that flew the farthest will be submitted. If the group finishes early, they may decorate their planes.
Note: Two airplane designs are included. Look in the Red Team folder and determine which paper airplane instructions seem
best for your students and disregard the other set of instructions.
Green Team: Build a sphere to hold the bomb
Project materials: Small yellow paper, ruler, folding instructions.
Top Secret Goal: To create a box
Purpose: To create a holding device for the bomb materials.
Instructions: The green team will be assigned the task of constructing a paper sphere (also known as a Chinese Water Ball),
using the design provided. They will construct the sphere using a variety of paper of different sizes. The group will make at
least three paper spheres. The final paper sphere must be no larger than 2 inches wide by 2 inches tall.
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Student Summary about
Oak Ridge, Tennessee
Page 1 of 1
During World War II, there was a secret project known as the “Manhattan Project” that built the two atomic bombs that were
dropped over Japan to end the war. Oak Ridge, Tennessee, was one of the major development centers of that project. [Other
centers were Los Alamos, New Mexico, and the Hanford Site in Washington State.]
The Oak Ridge site was a uranium enrichment plant designed to separate uranium 235 from uranium 238 to use as fuel for
the nuclear weapon known as “Little Boy.” They also developed the process for creating plutonium that was used as the full
production method at another Manhattan Project site. Plutonium was the fuel for the nuclear weapon known as “Fat Man.”
Oak Ridge was a small rural community of about 4,000 residents in 1942. By 1944 it had a population of 75,000 and was the
fifth largest city in Tennessee, but, due to the project’s secrecy, was not shown on any maps of the state at the time. People in
the area often said that it seemed that the town “grew overnight.” Most of the population worked on the project either in the
labs or production facilities or related public services.
The building of the facilities as well as inventing the processes that would allow the facilities to separate the uranium had to
be accomplished at the same time so the United States could develop the technology before the Germans and Japanese. This
huge undertaking had to be done in complete secrecy. The government did not want anyone to know what the Manhattan
Project’s goals were. The project’s final goal was a secret even to the vast majority of the workers.
The atomic bombs made with the fuel and processes created at the facilities at Oak Ridge were used on Japan in August of
1945. “Little Boy” was dropped on Hiroshima, Japan, on August 6, 1945, and “Fat Man” was dropped on Nagasaki on August
9, 1945. Although the U.S. didn’t have any more atomic bombs prepared, the Japanese thought they had more. Due to the
destruction caused by the two bombs, Japanese leaders decided to surrender rather than risk more bombs. On August 14,
1945, Japan surrendered to the Allies ending World War II.
Most of the workers at Oak Ridge found out what they had made the same way the rest of the world did, in the newspaper the
day after the first atomic bomb had been dropped.
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Student Worksheet for Secret City Film
Page 1 of 2
1. Why was Oak Ridge called a Secret City?
2. Why did the U.S. President Franklin Roosevelt decide to develop an atomic bomb?
3. What was the code name for the project?
4. Why did U.S. leaders choose the Oak Ridge site?
5. How did the federal government get land for the project?
6. What was the local name for the project during World War II?
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Student Worksheet for Secret City Film
Page 2 of 2
7. Why was separating U-235 from U-238 so hard?
8. Did people in Oak Ridge know what the plant was making? Did the people who worked at the plant know?
9. Why was the briefcase chained to the courier’s wrist?
10.What was the result of the United States dropping two atomic bombs on Japan?
11. Many of the Oak Ridge workers did not know they were working on an atomic bomb until after it was dropped. Do you
think the workers felt excited or deceived when they found out the purpose of their work?
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Student Worksheet for Secret City Film Key
Page 1 of 1
1. Why was Oak Ridge called a Secret City?
Because the U.S. government was conducting a secret project there—they were trying to build the first atomic bomb.
Most people who lived in the city or the state didn’t know what was going on.
2. Why did the U.S. President Franklin Roosevelt decide to develop an atomic bomb?
Scientists told the President Roosevelt that they thought scientists in other countries, including Germany, were
trying to find a way to build an atomic bomb, and the U.S. needed to be first.
3. What was the code name for the project?
The Manhattan Project
4. Why did U.S. leaders choose the Oak Ridge site?
It was close to a power source—Norris Dam. Had access to river and railroads for easy transportation. Had ridges
and valleys that could be used to separate the town from the plants. It was out-of-range from submarine attacks.
5. How did the federal government get land for the project?
After choosing the location, they gave families living on the land less than one month to leave. The families didn’t
have a choice; they had to take the money the federal government offered them for the land and leave their homes.
6. What was the local name for the project during World War II?
Clinton Engineer Works
7. Why was separating U-235 from U-238 so hard?
There was only a small amount of U-235 in uranium and no one had ever tried to separate it out from U-238.
Scientists had to figure out how to do it.
8. Did people in Oak Ridge know what the plant was making? Did the people who worked at the plant know?
No, No
9. Why was the briefcase chained to the courier’s wrist?
It was the processed uranium and the chain was to keep someone from grabbing the briefcase and stealing it.
10.What was the result of the United States dropping two atomic bombs on Japan?
The Japanese government surrendered and the war ended. Students might also point out the loss of life and the
destruction caused by the bomb.
11. Many of the Oak Ridge workers did not know they were working on an atomic bomb until after it was dropped. Do you
think the workers felt excited or deceived when they found out the purpose of their work?
Various answers. [From historical documents and interviews, most felt excited and proud. They believed they had
helped end the war sooner and saved American lives.]
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