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The impact of world war ii americans
 

The impact of world war ii americans

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  • Other essential question: What impact do challenges abroad have on Americans at home?

The impact of world war ii americans The impact of world war ii americans Presentation Transcript

  • World War II on the Home Front
  • Essential Questions Unit Focus: When should the United States go to war? Unit Focus: What is required to achieve victory in war? Unit Focus: How did America become a superpower? Activity Focus: What kinds of opportunities and hardships did the war create for Americans at home and abroad? Unit Focus: What is the proper role of the government in people’s lives? Unit Focus: Did America’s involvement in World War II and the Cold War move it closer or further away from its founding ideals?
  • GOAL Can you create a newsreel that explains the kinds of opportunities and hardships did the war create for Americans at home and abroad?
  • 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 Item purchased Daily stamps used Total stamps used T W Th F
  • The 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
  • 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.  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 include  examples 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 include  an 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 that  everyone 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.
  • Terms  G.I.s  G.I.  G.I. Bill of Rights  Japanese Americans  Executive Order 9066  Korematsu v. U.S.  Internment Camp  Women  Double Shift  Women’s Army Corp  African Americans  Double V Campaign  Tuskegee Airmen  Executive Order 8802  Jewish Americans  Steamship St. Louis  War Refugee Board  Mexican Americans  Zoot Suit Riots  Bracero  Pachucos
  • Home Front Newsreel Rubric Advanced Proficient Basic Below Basic 4 3 2 1 You stayed focused and ontask during preparation time. You stayed focused and ontask during most of the preparation time. You stayed focused and ontask during some of the preparation time. Demonstrates excellent analysis and knowledge of historic group. Demonstrates analysis and knowledge of historic group. Demonstrates Demonstrates little some knowledge of knowledge of the historic group. historic group. Criteria Focus X’s 3 Content X’s 3 X’s 3 Information is mostly historically accurate and at least 3 hardships and/or opportunities. Information has some historical accuracy and at least 2 hardships and/or opportunities. Information is not historically accurate and/or does not address hardships and/or opportunities. X’s 2 X’s 2 X’s 2 Key terms are poorly integrated into the newsreel. Key terms are not integrated into the newsreel. 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. 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 Creativity and and quality of quality of production. production lacking in certain areas. Information is historically accurate at least 4 hardships and/or opportunities X’s 2 X’s 3 Key terms are well Key terms are integrated into the integrated into the newsreel. newsreel. The newsreel flows smoothly, with a clear introduction, Organization body, and conclusion. Style You often did not stay focused and on-task during preparation time. TOTAL SCORE = _________ x 1/2 = ________/20 Creativity and quality of production lacking in many areas. 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
  • Discussion  What 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?