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HEADING

Kathryn Ramos U.S. History- 11th Grade 54 minutes, 3rd period, February 26th, 2018
American War Industry

OVERVIEW/ RATIONALE
During World War II, the United States engaged in massive war production; the large-scale
manufacture of war materials both pulled the United States out of its decade-long financial
depression and helped tip the scale in favor of the Allies in combat. Further, the American war
industry acts as precursor to a current preoccupation of the American political sphere which is
defense spending; the United States stands unchallenged as the number one spender on its
military even when considered proportionally to the country’s size and population.

ENDURING UNDERSTANDINGS
The United States engaged in large-scale war supply production both before and during the war,
which aided the Allies to a significant degree.
Regular companies took on the onus of producing war materials with loans from the government.
The United States government instituted a draft to build its army.
African-American servicemen continued to face segregation in the army.
The United States employed propaganda to foster support for the Allied cause. Kommentar [1]: These are all very
specific points. Do you expect s's to
remember these ten years from now?
Or, is there a more general
GOALS/OBJECTIVES understanding about this element of US
involvement in early WWII?
Students will appreciate the scale of American war production during World War II.
Kommentar [2]: Odd verb choice
Students will interpret propaganda aimed toward American citizens of the time in order to
evaluate the appeals for war support and strategies to influence citizens’ beliefs and actions.

STANDARDS
Students will be able to identify and analyze primary and secondary sources including
propaganda posters to learn about the American Home Front experience during WWII.
(Historical Thinking Standard from National Center for History in the Schools)

MATERIALS
Laptop + Projector
Slides
https://docs.google.com/presentation/d/1zWT-
pbDXgb7KzH4iSqKA6nqoD3gOtubr5LeMPt_IQBM/edit?usp=sharing
Steps for analyzing a political cartoon: (Slide 2)
https://docs.google.com/presentation/d/1VB8OrbHNjgCU56et2fRS80HGOJ4qw6LWDH5mDhd
UZtE/edit?usp=sharing
PROCEDURES

OPENER For their Do Now, students will respond to the question, “Have you ever been forced
to do something for ‘the greater good’? Because you were told it would benefit your family?
Your workplace? Your school?” [6-8 minutes]

BODY OF THE LESSON The teacher will transition by explaining how the United States told
its citizens that it was noble and necessary to sacrifice for the good of the country and the
military. The teacher will tell students how they will see how Americans were drafted into the
war, companies were producing war materials, and citizens were rationing food and fuel all to
aid the war effort. [2 minutes]

Students will take notes on America’s war preparations, including the government’s loans to
companies which produce war materials like tanks and ships, and the government’s draft to build
up an army. [15-20 minutes]

CLOSURE Students will work in small groups to analyze a number of propaganda posters and
political cartoon published in the United States during this time. Students will have access to a
previously-used steps guide for analyzing political cartoons including the steps: “To Analyze a Kommentar [3]: Great!

Political Cartoon: Identify the topic and characters, Read all labels and messages, Figure out the
relationship between the figures and symbols in the cartoon, Review to determine the Kommentar [4]: Good choice of
cartoons.
cartoonists’ viewpoint and message.” Group will have a few minutes with each picture with
which to write what they believe is the message. After the few minutes, the groups will share
with the class their interpretations. Then, the groups will continue on with the next picture. [25-
30 minutes]

Closure: how will you tie the political cartoons to the US’s situation at this juncture of WWII? Formatiert: Nicht Hervorheben

ACCOMMODATIONS Students will use the list of previously-employed steps in analyzing


propaganda and/or political cartoons for meaning and effect. Students will work in small groups
to analyze the works.

ASSESSMENT/EVALUATION
Students will remain on-task during work time.
Students will write in their groups their interpretation of the message of each propaganda poster /
political cartoon.

PERSONAL REFLECTIONS / NOTES


After teaching the lesson, add your reflections about how you felt about the lesson, how the
learners responded, whether the lesson accomplished what you planned it to do, how closely you
followed the lesson plan, and how you would change the lesson for the next time.

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