the impact of world war ii americans
TRANSCRIPT
The Impact of World War II AmericansWorld 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
superpower?
Can you create a newsreel that explains the kinds of
opportunities and hardships did the war create 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 F
Item purchased
Daily stamps used
Total 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 stamps
Hamburger 20 stamps
Juice 15 stamps
Hot dog 15 stamps
Pasta 15 stamps
Salad 10 stamps
Yogurt 10 stamps
Milk 10 stamps
Bottled water
5 stamps
Piece of fruit
10 stamps
Read chp. 35, sec. 1 and answer the following questions:What is rationing? Why might it be difficult for Americans?
Read chp. 35, sec. 2 and answer the following questions: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.
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.
Step 2: Read the section in the Lesson 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.
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.both sources from your transparency.at least one prop.
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. Each correspondent must incorporate one source into his or her broadcast. If one source is an audio recording, be sure to preview it first to make sure it will be played at the appropriate time during 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.
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 Benefits
American GIs
Japanese-Americans
Women
African-Americans
Jewish Americans
Mexican-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, Jewish Americans, Steamship St. Louis, War Refugee Board, Mexican Americans, Zoot Suit Riots, Bracero, Pachucos
DiscussionWhat common hardships do you think
American 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?