UEH Seminar Topic America In Conflict – Summer Institute 2006 Title The Homefront Experience in World War II Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame Five Days Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) USII.17a. How war-inspired economic growth ended the Great Depression USII.17b. A. Philip Randolph and the efforts to eliminate employment

discrimination USII.17c. the entry of large numbers of women into the workforce USII.17d. the internment of West Coast Japanese-Americans in the U.S. and Canada Essential Objectives See daily lesson plans. Essential Questions See daily lesson plans. Procedure See daily lesson plans. Assessment See daily lesson plans, culminating with a unit essay. Primary Documents Used See daily lesson plans. Local Resources Used See daily lesson plans.

UEH Seminar Topic America In Conflict – Summer Institute 2006 Title Day One: The Homefront Experience in World War II - Rationing Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame One block period Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) Essential Objectives Students will: • Work in groups to delegate authority and assign tasks • Develop a rationing plan for their mini-community • Experience a rationing simulation • Discuss their experiences with a focus on the sense of sacrifice and the impact of

rationing on their lives • Relate their experiences to those of Americans of the homefront during World War II Essential Questions This lesson is the first in a series to provide students the opportunity to “experience” life on the homefront during the Second World War. By the end of the lesson, students will understand that this lesson connects to the larger experience of Americans at home during the war in terms of a sense of sacrifice, unity, patriotism, and economics. Procedure As the first in a series of lessons to “experience” life on the homefront, students will conduct a rationing simulation, will follow up their experiences with feedback and discussion, and will connect their experiences to the information presented in the follow-up lecture. INTRODUCTORY ACTIVITIES: 1. Simulation Set-Up

Upon students’ arrival, have a few questions written on the board. They should answer these survey questions immediately upon arrival. The questions will be:

1. How many gallons of gas do you (or your family) consume per week?

2. What types of foods do you eat in any given week and how much of each. For example, if you eat meat, how many meat servings do you have each week? If it is potatoes, how many servings do you eat each week? If it is “junkfood,” how many helping do you consume per week?

3. At what temperature do you set the heat in your home during the winter months?

4. Do you recycle? If so, list the types of items. 5. How often do you purchase new clothing? Allow a few minutes for students to answer the questions. Upon completion, share answers as a class. The discussion should facilitate enough input to determine a class “average” for each question. Write down the class “average” next to each question. Pose the question to the class: “Imagine if we only had limited resources and we were forced to cut back on our consumption. How do you think this would affect your lives? Would it be a major impact? Would it not matter? Would you be living in misery?” Allow a few student responses. Now ask: “What if we were to RATION all of these items? What exactly do you think I mean by RATION?” Allow students to respond. Obviously, direct the answer to the rationing question and explain that it is an equal division of limited supplies, which in this case relates to our unit on World War II. Explain to the students that we will be conducting our own rationing activity today. Tell the students: “The government is in need of three volunteers to head up a few local civil defense teams. Who would like one of these leadership positions?” Choose three Civil Defense Leaders from the classroom volunteers.

Divide the remainder of the class into three civilian teams. Further instruction will follow.

DEVELOPMENTAL ACTIVITIES: 1. Rationing Plan

Tell the students: “Now that you have been organized into your three Civil Defense Planning Teams, here is the main objective: under the leadership of your Civil Defense Captain, you will coordinate a plan in which you will ration limited supplies essential to everyday living. Each group will be supplied with a list of rationed items – the government has determined to limit the supply of these items. Eventually, you will supply the public with “ration stamps” – these give citizens the privilege to purchase each item, but he/she still needs the money to pay for it. You must work under the leadership of your captain and develop a sensible rationing plan for your group. In addition, each group will develop a “List of Penalties” for those who violate the group’s rationing plan. This may include fines and/or jail time for those who try to hoard supplies, produce counterfeit

stamps, and/or those caught dealing in a rationing “Black Market.” We will reconvene in about twenty minutes do discuss team plans, the possible impact of rationing on your life, and the possible psychological impact on your life. Remember, this simulation is set in the context of the present.” Pass out the ration list handouts. During the twenty minutes for the planning, walk around and assist groups who are having trouble getting started. Reconvene the class for discussion following the twenty minute activity.

2. Feed back and Discussion Phase.

• Each group will take turns presenting their rationing plans. Then follow up with discussion of the list of penalties.

• Discuss which group had the most appropriate plans and penalties. • Possible discussion questions for the class experience:

• What was the largest difficulty you encountered? • Were there any items you could live without? Were there any you

absolutely could not live with under the rationing plan? • How would such a rationing plan affect your lives today? • Rationing of many of these same items took place during World War

II. Why do you think the government rationed these items and why do you think people (although not all of them) willingly lived under this system?

• For which cause(s) would you be willing to live under these rationing circumstances?

• Do you think Americans would willingly go along with your rationing plan today? Why or why not?

3. Lecture: Rationing During World War II

• Present the lesson on World War II rationing. • Examine the image of War Ration Book Number Two which should be

projected on a screen during lecture. Allow students to read the government instructions and warnings about violation on the book cover to discern more about the rationing process.

Assessment 1. See unit essay question. 2. Extra Credit Project: Living Under Rationing

This will be an optional extra credit assignment in which students will impose rationing upon themselves and keep a daily journal and a summary essay about his/her experience over the course of one week.

Make a list of the things you use or consume on a daily or near-daily basis. Reflect on some of the items we used in our simulation today during class to get some ideas. You should make a list of at least ten items and denote how many rations of each item you will allow yourself to use each week. The items must be

things that you use or consume daily in order to realize a true experience of sacrifice. In addition, set a reason/cause for sacrificing your lifestyle for the week. For example, it can be the current war, a charitable cause, a political movement, etc. While living under these self-imposed rations for one week, keep a daily journal that reflects on your experience and denotes how much of the rations you may have consumed (or avoided) daily. Additionally, you should always keep in mind your reason/cause for your self-imposed sacrifice during your week of living off of rations. This is essential to understanding why many people willingly accepted rationing during World War II. At the end of the week, reflect on your daily entries and write a two page essay documenting your experience and sense of sacrifice for your cause.

*Living Under Rationing journals and essay will be graded upon the sense of sacrifice outlined in the items chosen to be rationed and in the quality of writing that reflects a true experience of impact on the student’s life.

Primary Documents Used Various examples of rationing images shared during the lecture, including: Example of War Ration Book Number Two. It has clear instructions printed on it of how to use it and government warnings and advice regarding rationing. It can be found at: http://www.scvs.com/stamp/exhib/ration/book02.htm

Local Resources Used None.

RATIONING PLAN Under the leadership of your Civil Defense Captain, you will coordinate a plan in which you will ration limited supplies essential to everyday living. Below you will see a list of rationed items – the government has determined to limit the supply of these items. You will eventually supply the citizens with “ration stamps” – these give people the privilege to purchase each item, but he/she still needs the money to pay for it. 1. You must work under the leadership of your captain and develop a sensible

rationing plan for your group. You should also think of ideas to make living more comfortable under rationing and list them below.

2 In addition, each group will develop a “List of Penalties” for those who violate the group’s rationing plan. This may include fines and/or jail time for those who try to hoard supplies, produce counterfeit stamps, and/or those caught dealing in a rationing “Black Market.”

3. We will reconvene in about twenty minutes do discuss team plans, the possible impact of rationing on your life, and the possible psychological impact on your life. Remember, this simulation is set in the context of the present.

*Below are government suggestions – you do not have to use their recommendations. However, keep in mind the NEED to limit these items. Stick to the goal of conservation of the rationed items.

Rationed Items & Government Recommendations Per Person 1. gasoline 12 gallons per month 2. sugar 1 pound per month 3. coffee 5 ounces per month or 5 cups at the coffee shop per month 4. home heating fuel

12 gallons per month (a normal day’s consumption for an individual will be one gallon)

5. electricity 200 kilowatt hours per month (a normal day’s consumption for an individual will be 20 KWH)

6. shoes 1 pair per YEAR (no stamp: special form to be filled out and sent to government agency requesting shoes)

7. clothing 1 undergarment, 1 shirt, 1 pant or skirt per month 8. communications devices using satellite technology (phones, internet, GPS, cable or

satellite TV, etc.) 30 hours COMBINED use per month

Ration Plan Specifics Develop your plan below. Questions to consider: • Does the plan provide enough to go around? • Are the items evenly divided? • Will the public be happy with the plan? • How will the plan impact people’s lives? • How can we persuade the citizens to accept our plan? ________________________________________________________________________

___________________________________________________

Ideas to make living more comfortable under rationing:

List of Penalties Please list any possible violation of your rationing plan and the penalty for each infraction.

Rationing & Price Controls During World War II • During WWII, the Rationing and Price Controls were regulated under the Office of

Price Administration • Rationing:

An equal division of commodities and products within the public. • Price Controls:

Government regulation of ceilings (top prices) businesses could charge consumers for certain goods.

• Price Controls:

• Established so businesses could not take advantage of consumers during war time

• Stiff penalties for violators • A business owner who eclipsed the price ceiling by a few cents for

some food item was forced to pay a $200 fine! • Controls existed on many goods, but primarily on foods, such as fruits &

vegetables • Rationing:

• Every citizen received a ration book that included the stamps to purchase rationed items for the month

• Items rationed: gas, home heating fuel, rubber, shoes, certain commodities, such as sugar & meat

• Certain items, such as shoes were also hard to come by that you had to get special paperwork to purchase the item

• A large “black market” existed: • Counterfeit stamps • “under the table” deals: some businesses sold rationed items without

the stamp in exchange for a “payoff” • Penalties for violations ranged from confiscation of your ration book

to jail time

• Public Reaction • Many went along with rationing willingly out of a sense of duty • The government continued its use of propaganda to shape public opinion • Children were essential in the cities in collecting old “scrap” items • Those with land, even tiny plots, maintained Victory gardens in which they

grew their won vegetables • However, as the war dragged on people were less likely to accept rationing,

voicing displeasure with its impact on their lives

UEH Seminar Topic America In Conflict – Summer Institute 2006 Title Day Two: The Homefront Experience in World War II - Propaganda Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame One period Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) Essential Objectives Students will: • Work in groups to analyze the messages in World War II propaganda posters • Analyze the objectives in government’s desire to shape public opinion • Discover racist overtones in World War II imagery • Understand how and why the government censored World war II imagery Essential Questions This lesson is being taught to allow students to fully understand why the government felt it necessary to shape public opinion during World War II through propaganda and censorship. By the end of the lesson, students will be able to analyze primary sources and draw conclusions about the government’s role in shaping public opinion at home during the war years. Procedure This is the second lesson on the American homefront. Today’s lesson will focus on WWII propaganda images, during which time students will work in small groups to examine the messages in American propaganda and develop the “objective” of the government in conforming public opinion. INTRODUCTORY & DEVELOPMENTAL ACTIVITIES: 1. Activity Set-Up

Upon student arrival, have ten World war II propaganda posters affixed to the walls and numbered.

2. Propaganda Activity

Instruct students to gather into groups of 2 or 3 (depending on class size). Each group will be assigned ONE poster to analyze. After the assemblage of groups, assign a poster number to each group. Pass out the Propaganda Document Worksheet to each group. Instruct students to go to their group’s poster, examine it, and begin completing the worksheet together. Remember to write your poster’s message on the board next to your poster number. Once the assigned phase is completed, look briefly at the other nine posters to familiarize yourself with its message for the follow-up discussion.

3. Discussion.

Begin with group number one. Have a member of the group explain the message the group wrote on the board. Explain how your group came to the conclusion (for example, what details in the image led them to the conclusion). Continue with each of the ten groups. Ask all class members to contribute their perception of each if they do not agree with a group’s message. If a student proposes another interpretation, write the alternative suggestion on the board next to the number as well. Once the class has agreed on each poster’s message, reconvene in your group. Look at all the posters and messages on the board. In your group, make a list of the top three posters that you think would be most important in shaping public opinion during World War II. Consider not only military and political strategy and value, but also the public’s willingness to accept the message. Justify your Top Three list with a brief explanation for your rankings. Each group will justify its Top Three. Tally a vote to see which posters receive the most votes. Discuss the value of the posters: 1. Why do you think we agreed that poster number ____ received the most

votes in being the most important in influencing public opinion during World War II?

2. Do you think these posters, all together, would influence public opinion during World War II? Why or why not?

3. Imagine the government had no control or did not care to control public opinion during the war. Do you think this would have been a better tactic by the government? Why or why not?

4. If the government still produced similar propaganda today, do you think it would influence public opinion? Why or why not?

5. If Americans generally accepted these posters during World War II with little protest, why do you think they did so?

6. If you lived during World War II, would you feel the obligation to follow the “commands” in this series of propaganda posters?

7. Is propaganda a necessary and valuable tool during wartime?

4. Lecture: Propaganda During World War II • Present lesson on propaganda.

Assessment See unit essay. Primary Documents Used The following links are for the ten posters: http://www.authentichistory.com/images/ww2/homefront/postcard_05.htmlhttp://www.authentichistory.com/images/ww2/homefront/postcard_07.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/images_html/save_freedom_speech.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/images_html/save_freedom_worship.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/images_html/freedom_from_want.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/four_freedoms/images_html/freedom_from_fear.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/use_it_up/images_html/ride_with_hitler.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/warning/images_html/keep_these_hands_off.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/warning/images_html/shadow.htmlhttp://www.archives.gov/exhibits/powers_of_persuasion/warning/images_html/fighting_to_prevent.html Local Resources Used None.

Propaganda Number:

Propaganda Document Worksheet

1. Observation. What do you notice in the image? Consider the objects you see, the words, prominent features, use of color or

shadow, emotion, actions, etc.

2. Contextualization. What do you already know about this image? What do the details mean or suggest?

Consider the role of objects, the reason for physical features, who is depicted, etc. 3. Argument. What does this source suggest about World War II on the homefront? Consider the message the artist is trying to convey. 4. Follow Up.

Next to your number on the board, write what you think the message is in your assigned piece of propaganda.

Propaganda & Imagery During World War II:

Government Goals & Oversight: • The civil defense program required a degree of fear in order to get everyone to

participate • Victory overseas required unprecedented invasion of home front duties into the

private lives of its citizens • Rationing, new roles in labor, developing hatred for the enemy, financial

support for the war • People tried to do something for the effort because if they did not, they would be seen

as someone who was a mattress stuffer – someone who didn’t buy war bonds, or worse - a spy!

• Some efforts, such as kids collecting scrap, became somewhat of a team sport in which the “victors” could gain a sense of national pride and sacrifice

• Home front programs had far less impact on rural America, where families were more self-sufficient

Rationing Propaganda • Early Allied defeats made people think it would be a long conflict and, thus, people

needed to commit to the war effort • Gasoline rationing was actually contrived to save on rubber. If people drove less,

they would use fewer tires. Rubber was in a much more severe shortage than gasoline.

• Rationing gasoline also restricted vacationing and increased carpooling. • Rationing caused the unexpected:

• people abandoned their pets, leading to record numbers of strays. • people dined out more so they could eat food with ingredients that they could

not get without the proper stamp. • bakeries increased sales too so people wouldn’t have to use up their stamps

making bread. Propaganda Posters • Besides the need to get people to accept rationing, the posters focused on other issues:

• Encouraged people to accept FDR’s Four Freedoms: 1) freedom of speech & expression 2) freedom of worship 3) freedom from want 4) freedom from fear

• Encouraged women to take jobs in “men’s” industries • Encouraged women to participate in the armed services • Encouraged sacrifice, whether it were your savings, loyalty, or time • Encouraged people to be quiet about troop communication so not to

inadvertently inform a Nazi or Japanese spy • Depicted all enemies as anti-democratic • Depicted the Nazis as simple-minded followers of a deranged leader with evil

intentions • Promoted racial stereotypes of the Japanese as barbaric and subhuman

Imagery • censorship provided a more reliable device for shaping public opinion than pro-war

visual propaganda • V-Mail (correspondence between soldiers & families recorded on microfilm) was

censored • During all of World War ONE, the US never released a single picture of a dead

American soldier. Censorship retained the same policy for the first years of World War TWO (until 1943)

• By 1943, the government decided to release the forbidden images so Americans would not become overconfident and complacent and, thus, feel less urgency to “do their part”

• However, the government still kept most disturbing images away from the public. • Pictures of young, elderly, & female victims of American bombs wound up

censored • photos of American GIs committing atrocities against enemies were censored

UEH Seminar Topic America In Conflict – Summer Institute 2006 Title Day Three: The Homefront Experience in World War II – American Attitudes Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame One Period Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) USII.17d. the internment of West Coast Japanese-Americans in the U.S. and Canada Essential Objectives Students will: • Examine World War II photos, posters, and an executive order • Analyze the said documents • Understand the government actions in contributing to the internment of Japanese-

Americans • Validate or denounce the government’s action in internment • Justify whether civil liberties should be curbed during war Essential Questions This third day concentrating on the homefront will link the previous lesson of propaganda and imagery to analyze how it affected American attitudes to accept detainment of Japanese Americans and the imagery of barbaric Asians. In addition a new concept about the war and the homefront will be analyzed: curbing civil liberties. Students will justify whether the government has the authority to infringe upon civil liberties, not only in the context of internment but also in less severe cases. Students may also link these civil liberty infractions to the present war on terror and accusations of civil liberty infringements. Procedure 1. Introduction

• Tell students that we will be connecting our previous two lessons on imagery and sacrifice with a new set of documents today. Each of you will receive a document packet of propaganda, an executive order (define this if necessary), and photographs. Working individually you will follow the guidelines on the Document Analysis Worksheet to analyze each of the primary sources from

World War II. After 20 to 25 minutes to analyze the documents we will reconvene as a class to discuss each document and its larger meaning in the context of the government’s intrusion into public life during the war.

2. Pass out the documents and the Document Analysis Worksheet to each student.

Allow 20 to 25 minutes for individual analysis. Students should write their analyses in their notebooks and be prepared to discuss their findings in the next phase.

3. Discussion Questions:

• What is the main event that is depicted in these documents? (the answer is internment of Japanese-Americans and other Americans’ apathy toward their demise).

• Which of these documents do you think wields the most impact in shaping the attitudes of Americans during the war years? Why?

• How do you think all of the documents as a group may have influenced the attitudes of a majority of Americans during the early 1940s? (Note: most American likely never saw a majority of these documents – try to steer students from making grand assumptions that just because they saw the documents that most Americans during the 1940s may have seen the documents).

• Do any of the document sets conflict with each other? (some of the photos show Japanese-Americans as very patriotic – unlike the barbaric description in the propaganda).

• If you lived during the war, how would you have reacted to these documents? • We have established already that these documents revolve around other-

American attitudes towards Japanese-Americans, especially regarding interments. Were the actions of the U.S. Government and FDR justified in this case? Why or why not?

4. Wrap-Up Discussion

• Is a curb on civil liberties justified during a time of war? (define civil liberties if necessary). You may apply your response to the present or any other era as well.

• Why do some people support an infringement on basic liberties? Why are others so adamantly opposed to such a notion?

Assessment See unit essay. Primary Documents Used http://www.archives.gov/exhibits/powers_of_persuasion/warning/images_html/our_homes_in_danger.htmlhttp://www.library.northwestern.edu/govinfo/collections/wwii-posters/img/ww1647-37.jpghttp://authentichistory.com/images/ww2/homefront/jap_hunt_02.html

http://authentichistory.com/images/ww2/homefront/postcard_05.htmlhttp://authentichistory.com/images/ww2/homefront/postcard_03.htmlhttp://www.loc.gov/exhibits/wcf/images/wcf091.jpghttp://www.loc.gov/exhibits/wcf/images/wcf092.jpghttp://www.loc.gov/exhibits/wcf/images/wcf090a.jpghttp://bss.sfsu.edu/internment/executiorder9066.html Local Resources Used None.

Document Analysis Worksheet

For each of the documents in your packet, answer the following questions in your notebook: Set #1: Propaganda 1. Describe what you see. 2. For what audience was the document produced? 3. Why do you think this document was produced? 4. List something the document tells you about life in the U.S. at the time it was

written. 5. What is the overall message? Set #2: Letter 1. What type of document is this? 2. Who wrote the document? 3. For what audience was the document produced? 4. List something the document tells you about life in the U.S. at the time it was

written. 5. Why do you think this document was written? Set #3: Photographs 1. Describe what you see. 2. What emotion is conveyed in the images? 3. List something the document tells you about life in the U.S. at the time it was

written. 4. What is the reason a photographer took these photographs? 5. Write a question to the photographer that is left unanswered by the documents.

UEH Seminar Topic America In Conflict – Summer Institute 2006 Title Day Four: The Homefront Experience in World War II – Shaping Attitudes in Film & Music Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame One period Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) Essential Objectives Students will: • View World War II era cartoons • Listen to World War II era music • Analyze each cartoon and song • Identify symbolism in cartoon characters and musical lyrics • Identify racist overtones • Identify the heroes and villains • Analyze the symbolism in language, cadence, and spoken words • Analyze the meaning in character animals • Analyze how the cartoons and music may have affected American attitudes toward

the enemy Essential Questions This final lesson will require the use of an internet based computer with sound. Making use of the website www.authentichistory.com, students will view and analyze the messages in World War II cartoons and music and their larger meaning in shaping public attitudes during the war. Less rigorous than the previous lessons, this live audio-visual lesson will be a culmination of all the students have learned over the last few days about the shaping of the public mind during the war. Procedure 1. Take students to a computer lab that has internet access and sound. 2. Once at the lab, pass out the instruction sheet. Students may double-up at

computers if there are not enough work stations.

Review the sheet with the students, drawing attention to the follow-up questions. Be sure to read these questions aloud and be sure everyone is following along. The way the lesson is framed, it allows students to gather all the media in one stage and answer the questions in the next stage. They must be made aware of the questions first so they know what they should be looking for while viewing the cartoons and listening to the music.

Allow students to begin viewing the media. 3. Near the end of class, reconvene to discuss the questions on the worksheet. 4. Remind all students there will be an essay test tomorrow based on this week’s

theme of the Influence on American Attitudes During World War II. Assessment See tomorrow’s essay test. Primary Documents Used http://www.authentichistory.com/ww2/toons/http://www.authentichistory.com/ww2/toons/Blitz_Wolf_1.htmlhttp://www.authentichistory.com/ww2/toons/Blitz_Wolf_2.htmlhttp://www.authentichistory.com/ww2/toons/Der_Fuehrers_Face_1.htmlhttp://www.authentichistory.com/ww2/toons/Der_Fuehrers_Face_2.htmlhttp://www.authentichistory.com/ww2/toons/Der_Fuehrers_Face_3.htmlhttp://www.authentichistory.com/ww2/toons/Youre_A_Sap_Mister_Jap_1.htmlhttp://www.authentichistory.com/ww2/toons/Youre_A_Sap_Mister_Jap_2.htmlhttp://www.authentichistory.com/ww2/toons/Ducktators_1.htmlhttp://www.authentichistory.com/ww2/toons/Ducktators_2.htmlhttp://www.authentichistory.com/ww2/toons/Ducktators_3.htmlhttp://www.authentichistory.com/ww2/toons/Scrap_Happy_Daffy_1.htmlhttp://www.authentichistory.com/ww2/toons/Seein_Red_White_And_Blue_1.htmlhttp://www.authentichistory.com/ww2/toons/Seein_Red_White_And_Blue_2.htmlhttp://www.authentichistory.com/ww2/toons/Tokio_Jokio_1.htmlhttp://www.authentichistory.com/ww2/toons/Tokio_Jokio_2.htmlhttp://www.authentichistory.com/ww2/toons/The_Last_Round_Up_1.htmlhttp://www.authentichistory.com/ww2/toons/The_Last_Round_Up_2.htmlhttp://www.authentichistory.com/ww2/toons/Daffy_The_Commando_1.htmlhttp://www.authentichistory.com/ww2/toons/Bugs_Bunny_Nips_The_Nips_1.htmlhttp://www.authentichistory.com/ww2/toons/Bugs_Bunny_Nips_The_Nips_2.htmlhttp://www.authentichistory.com/ww2/music/PHattitudes.htmlhttp://www.authentichistory.com/ww2/music/19411200_Were_Gonna_Have_to_Slap_The_Dirty_Little_Jap-Carson_Robison.htmlhttp://www.authentichistory.com/ww2/music/19420325_Pearl_Harbor_Blues-Doctor_Clayton.htmlhttp://www.authentichistory.com/ww2/music/19411200_Get_Your_Gun_And_Come_Along-Carson_Robison.html

http://www.authentichistory.com/ww2/music/19420300_The_Fightin_Son_Of_A_Gun-Zeke_Manners.htmlhttp://www.authentichistory.com/ww2/music/19411223_Youre_A_Sap_Mr_Jap-Carl_Hoff-Murphy_Sisters.html Local Resources Used None.

Shaping Attitudes in Film & Music

Access the website http://www.authentichistory.com/ww2/toons/ There you will find a series of ten cartoons, many of them with recognizable characters. Each of these was produced in 1942 or 1943 as part of the war effort to battle our enemies at home and abroad. As you have learned this week, there were many overtly racist images against the Japanese during the war. These cartoons are no exception. As you watch each cartoon, consider several questions: 1. What is the “entertainment” value of each carton and all the cartoons as a lot? 2. identify: Racist overtones Trustworthiness of characters

Deviant tactics of characters Heroes & villains Pro-American symbols Shrewd tactics Symbolism in language, cadence, & spoken words Symbolism in characters, especially animal characters Symbolism in weaponry

3. Analyze the cartons as a collection. What is the overall message? How would this media (movie cartoons) affect American attitudes towards the

enemy and the war? Cartoons to watch: 1. Blitz Wolf (1942) Depicts a Nazi wolf who breaks a non-aggression pact against the pigs 2. Der Fuehrer’s Face (1942)

Donald Duck has a nightmare in which he has to work on the German homefront in “Nutzi-land” 3. You’re A sap, Mr. Jap (1942) Popeye is deceived by the Japanese in the Pacific 4. The Ducktators (1943)

Hitler, Mussolini, & Hirohito are depicted as ducks 5. Scrap Happy Daffy (1943) The Germans try to destroy Daffy’s scrap pile 6. Seein’ Red, White, & Blue (1943)

Bluto tries to avoid the draft, but Popeye brings him in as some Axis spies disguised as orphans try to kill them

7. Tokio Jokio (1943) A satiric look at the Japanese homefront 8. The Last Round Up (1943) Gandy goose and Sourpuss battle Hitler (a pig) and Mussolini (a monkey) 9. Daffy – The Commando (1943) Daffy parachutes into Germany to get Hitler 10. Bugs Bunny Nips the Nips (1944) Bugs battles the Japanese on a pacific island

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Now Access the website http://www.authentichistory.com/ww2/music/PHattitudes.htmlThere you will find many songs written about the war. Similar to the cartoon propaganda, these songs became part of the war effort and they include racist lyrics and convey a negative image of the Axis powers. As you listen to the selected songs, answer these questions: 1. What is the “entertainment” value of each song and all the songs collectively? 2. Identify: Racist overtones Trustworthiness of characters

Deviant tactics of characters Heroes & villains Pro-American symbols Shrewd tactics Symbolism in music Symbolism in characterizations, especially animal characterizations

3. Analyze the music as a collection. What is the overall message? How would this media (music) affect American attitudes towards the

enemy and the war? Songs to Listen To: 1. “We’re Gonna Have to Slap That Dirty Little Jap” by Carson Robison 2. “Pearl Harbor Blues” by Doctor Clayton 3. “Get Your Gun and Come Along (We’re Fixin’ To Kill A Skunk)” by Carson Robison 4. “The Fightin’ Son-of-a-Gun” by Zeke Manner 5. “You’re A Sap, Mr. Jap” by Carl Hoff & the Murphy Sisters

UEH Seminar Topic America In Conflict – Summer Institute 2006 Title Day Five: The Homefront Experience in World War II – Unit Assessment Author Ken McCue Grade Levels 9-12 (U.S. History II) Time Frame One period Links to MA History and Social Studies Frameworks USII.17 Explain important domestic events that took place during the war. (H, E) USII.17a. How war-inspired economic growth ended the Great Depression USII.17b. A. Philip Randolph and the efforts to eliminate employment

discrimination USII.17c. the entry of large numbers of women into the workforce USII.17d. the internment of West Coast Japanese-Americans in the U.S. and Canada Essential Objectives Students will: • Demonstrate knowledge and analytical skills that reflect learning from this unit Essential Questions This is the fifth and final day of the Homefront Experience in World War II. Students will answer an essay question during one period in which they will answer a question in standard essay format. Procedure 1. Pass out lined paper. 2. Pass out the test question. Review the question before allowing students to begin.

Direct focus at the key words in the question, especially the analytical aspect of the question.

3. Collect essays as students finish. Assessment Student essays will be assessed in the following manner: 1. Historical Content 50%

• Historical content should address and explain clearly the impact at least four of the following major components on the American homefront:

• Propaganda, imagery, rationing, internment, civil liberty infringements, mass media (music & cartoons)

2. Analysis 40% • The historical content must be framed among the analytical aspect of the

student response. The most important analytical factor in the question should steer the students to put a positive or negative spin on the analysis. The argument should analyze not only the degree to which the government and mass media influenced the homefront experience during World War II, but also analyze whether its influence was a positive or negative influence on citizens.

3. Writing, Grammar, etc. 10%

Primary Documents Used None. Local Resources Used None.

Unit Test: The Homefront Experience in World War II Essay. 100 points. Read the following question carefully. You are required to construct a coherent essay that integrates your knowledge of the period referred to in the question. Cite relevant historical evidence in support of your generalizations and present your argument clearly and logically. Be analytical and underline your thesis. Some historians argue that the United States government and various media outlets provided a necessary service during wartime to persuade citizens to support the war effort and establish conformity in order to achieve victory, whereas others have labeled such actions as intrusive, racist, and undemocratic. Considering such historical interpretations, analyze the actions of the U.S. government and mass media and its impact on the lives of millions of Americans during World War II.