The Impact of World War II on Americans

World War II on the Home Front

Essential Questions

Activity Focus: What

kinds of opportunities and hardships

did the war create for

Americans at home and abroad?

Unit Focus: When

should the United

States go to war?

Unit Focus: Did America’s

involvement in World War II and the Cold War move it

closer or further away

from its founding ideals?

Unit Focus: What is the

proper role of the

government in people’s

lives?

Unit Focus: What is

required to achieve

victory in war?

Unit Focus:

How did America become a superpow

er?

Can you create a newsreel that explains the kinds of

opportunities and hardships the war created for

Americans at home and abroad?

GOAL

Overview:Work with your group to create a newsreel that you will act out in front of the class. Your newsreel should highlight the impact of World War II on your assigned group. It should describe the kinds of opportunities and/or hardships World War II created for this group of Americans.

Preview:Copy this table in your notebook:

M T W Th FItem purchasedDaily stamps usedTotal stamps used

New Federal Government RegulationsThe government has put a new policy in effect. You will receive a stamp book with 100 stamps a week to purchase your lunches. You may not pack your own. Using the menu, complete the table by listing what you will eat each day of the week. Then tally the daily stamps used and the total stamps used.

Sandwich 15 stampsHamburger 20 stampsJuice 15 stampsHot dog 15 stampsPasta 15 stampsSalad 10 stampsYogurt 10 stampsMilk 10 stampsBottled water

5 stamps

Piece of fruit

10 stamps

Independent Reading Questions:Chapter 35 Section 1 Chapter 35 Section 2Answer the following

in complete sentences:What is rationing? Why might it be

difficult for Americans?

The list below presents some of the problems the federal government encountered during World War II. In your notebook, write a sentence describing how the government addressed each problem.

• The economy needed to be converted from consumer production to military production.

• The government needed large amounts of money to fight the war.

• Inflation and overconsumption threatened the economy.

Step 1: Assign roles. Review the roles and divide them up among the members of your group. Make sure everyone understands her or his responsibilities. Everyone will participate in the newsreel.Chief Researcher: You will lead the group during Step 2. Make

sure all group members learn the key content about your topic. Help brainstorm ideas for the script and participate in the newsreel. Share by all group members in groups of 3.

Lead Story Director: You will lead the group during Step 3. Help brainstorm ideas for the script and participate in the newsreel.

Human Interest Director: You will lead the group during Step 4. Help brainstorm ideas for the script and participate in the newsreel.

Producer: You will lead the group during Steps 5 and 6. Help brainstorm ideas for the script and participate in the newsreel.

Differences between groupsGroups of 4 Groups of 3The role of researcher is

taken on by one individual.

Two people deliver the lead story “live” from a “remote” location.

The role of researcher is divided up among the group.

One person delivers the lead story “live” from a “remote” location.

Step 2: Read the section in the textbook for the topic

assigned to you. Then complete the corresponding Reading Notes. The Chief Researcher is responsible for making sure all group members can complete the Reading Notes for your section. Shared by all group members in groups of 2 or 3.

Step 3: Brainstorm ideas for a two- to three minute lead story. The

Lead Story Director will lead a group brainstorm about this segment. The lead story must includeexamples of at least four opportunities or hardships

experienced by the group during World War II.all Key Content Terms in your section.at least one prop.Performed by one individual in groups of 3.

After you have determined the content for this segment, decide which two students will be the wartime news correspondents. They will deliver the lead story “live” from a “remote” location. Use a visual on a PowerPoint slide as the location of the broadcast.

Step 4: Brainstorm ideas for a two- to three minute human

interest story. The Human Interest Director will lead a group brainstorm about this segment. The human interest story must includean on-scene interview with an individual who was directly

affected by the war.questions about the background and experiences of the

featured individual.at least one prop.

After you have determined the content for this segment, determine which two students will be the on-scene reporter and the interviewee. Use a visual on a PowerPoint slide as the location of the broadcast.

Step 5: Write the scripts for the lead and human interest stories and gather props. The Producer should review both scripts and make sure the props enhance the newsreel.

Step 6: The Producer should lead the group in rehearsing the newsreel. As you rehearse, the Producer should make sure thateveryone is actively involved in the newsreel.everyone speaks loudly and clearly.the props are well integrated.the group of Americans is identified at the

beginning of the newsreel.

TermsG.I.s

G.I.G.I. Bill of Rights

Japanese AmericansExecutive Order 9066Korematsu v. U.S.Internment Camp

WomenDouble ShiftWomen’s Army Corp

African AmericansDouble V CampaignTuskegee AirmenExecutive Order 8802

Jewish AmericansSteamship St. LouisWar Refugee Board

Mexican AmericansZoot Suit RiotsBraceroPachucos

Home Front Newsreel Rubric

Criteria Advanced

4

Proficient

3

Basic

2

Below Basic

1

Focus

You stayed focused and on-task during preparation time.

You stayed focused and on-task during most of the preparation time.

You stayed focused and on-task during some of the preparation time.

You often did not stay focused and on-task during preparation time.

Content

Demonstrates excellent analysis and knowledge of historic group. X’s 3

Demonstrates analysis and knowledge of historic group. X’s 3

Demonstrates some knowledge of historic group. X’s 3

Demonstrates little knowledge of the historic group. X’s 3

Information is historically accurate at least 4 hardships and/or opportunities X’s 2

Information is mostly historically accurate and at least 3 hardships and/or opportunities. X’s 2

Information has some historical accuracy and at least 2 hardships and/or opportunities. X’s 2

Information is not historically accurate and/or does not address hardships and/or opportunities. X’s 2

Key terms are well integrated into the newsreel.

Key terms are integrated into the newsreel.

Key terms are poorly integrated into the newsreel.

Key terms are not integrated into the newsreel.

Organization

The newsreel flows smoothly, with a clear introduction, body, and conclusion.

The newsreel flows smoothly most of the time, with an introduction, body, and conclusion.

The newsreel flows smoothly sometimes, and does not have a clear introduction, body, and conclusion.

The newsreel does not flow, or is missing at least one of the following: an introduction, body, and conclusion.

Style

Tone of voice, enunciation, and pace are appropriate.

Tone of voice, enunciation, and pace are appropriate most of the time.

Tone of voice, enunciation, and pace are inappropriate some of the time.

Tone of voice, enunciation, and pace are inappropriate most of the time.

Superior creativity and quality of production.

Adequate creativity and quality of production.

Creativity and quality of production lacking in certain areas.

Creativity and quality of production lacking in many areas.

TOTAL SCORE = _________ x 1/2 = ________/20 TEAM GRADE

Set up your notes for watching the Newsreels.Group Hardships OpportunitiesAmerican GIsJapanese-AmericansWomenAfrican-AmericansJewish AmericansMexican-Americans

Incorporate the following vocabulary: G.I., G.I. Bill of Rights, Executive Order 9066, Korematsu v. U.S., Internment Camp, Double Shift, Women’s Army Corp, Double V Campaign, Tuskegee Airmen, Executive Order 8802, Steamship St. Louis, War Refugee Board, Zoot Suit Riots, Bracero, Pachucos

DiscussionWhat common hardships do you think

Americans endured during the war?What common opportunities do you think

Americans gained during the war?Do you believe the American ideal of

opportunity was advanced or restricted during wartime?