TRAVELING TRUNK WORLD WAR I

Transcription

TRAVELING TRUNK
WORLD WAR I
U PC O U N TR Y HISTO R Y
M U SEU M
5 4 0 Bu nc o mb e St.
G re e n v ille , SC 2 9 6 0 1
(8 6 4 ) 4 6 7 -3 1 0 0
W W W . U PC O U N TR Y HISTO R Y . O R G
Teacher’s Guide
This Teacher’s Guide was created by
Elizabeth McSherry, Director of
Programs and Marketing and Jonathan
Clark, Education Department Intern.
Lesson Plans,
Activities, Handling
Instructions
Bacon Tin
Special thanks to the Estate of Gordon
Q. Freeman.
Handmade Squadron Patch
Gospel of Saint Luke
Object-based learning:
Enhance lessons.
Captivate students.
Upcountry History Museum, 540 Buncombe St. Greenville, SC 29601 | (864) 467-3100 |
www.upcountryhistory.org/education
TEACHER’S GUIDE
page
Table of Contents
What’s in the Trunk
Packing, Display, and Return
South Carolina Academic Standards and Indicators
Treating Artifacts with Care
World War I
Traveling Trunk
Suggested Lessons::
Artifact Reading Session
Creating a Classroom Museum
Reports from the Front Lines
Preparing to Fight
Personal Effects
Nutrition in the Trenches
A New Type of War
Additional Resources
Artifact Image List
2
TEACHER’S GUIDE
page
What’s in the Trunk
•Anti-dimming Compound
•Helmet
•Bacon Tin
•Housewife Sewing Kit
•Books (3)
• ID Discs (Dog Tags)
Questions?
• Army Song Book U.S.
• Mess Kit
• The Holy Gospel According
•Red Cross Ditty Bag and
Handkerchief
to Saint Luke
• Safety at the Front
Call
864.467.3100
• Toilet Roll with:
•Camp Wadsworth Article (reprint)
• Combs (2)
•Canteen Cup and Cover
•Lighter
• Cartridge Belt with Cartridge
• Mirror
•Condiment Can
• Shaving Stick
• First Aid Kit
• Toothbrush and Holder
•Gas Mask with Case
• Shaving Kit includes:
• Gloves (for handling artifacts)
•
Blades (10)
•Hard Bread
•
Handle and Head
• Teacher’s Guide
3
TEACHER’S GUIDE
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4
Packing, Display, and Return
This trunk contains 32 objects. Please note how the objects were packed when you unpack the trunk – this
will make re-packing easier!
Check the contents of the trunk with the “What’s in the Trunk” page before and after use. If any objects
are missing, please fill out the enclosed incident report.
If you plan to display the artifacts, please follow these guidelines:

Display the flat paper objects using book or music stands. Please do not use pushpins, tape, staples,
reusable adhesive, or any other material that will pierce the paper, leave a stain, or otherwise
damage the artifacts.

When placing artifacts on a table, make sure the area is clear of anything that may damage them –
pencils, pens, paint, water, food, etc.

Do not display the books in an open position. This will damage the spine and cause the pages to
come loose.

Do not leave any of the artifacts in an open and unattended place where they may be susceptible to
theft or unsupervised handling by the general public.
Please return the trunk by the designated return date on your confirmation letter. There is only one trunk
serving all counties and their schools – we want as many people as possible to be able to enjoy this
resource!
To return the trunk to the Upcountry History Museum, you have two options:
1. Return the trunk in person to the front desk of the Museum.
2. Mail the trunk via UPS.
Please follow the instructions in your confirmation letter when returning the trunk.
TEACHER’S GUIDE
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5
South Carolina Academic Standards and Indicators
Language Arts
• Grade 3, 3-2.1, 3-2.2, 3-2.3, 3-2.4, 3-2.6, 3-2.8, 35.1, 3-5.2, 3-5.3, 3-6.2
• Grade 4, 4-2.1, 4-2.2, 4-2.3, 4-2.4, 4-2.6, 4-2.8, 45.1, 4-5.2, 4-5.3, 4-6.2, 4-6.8
• Grade 5, 5-2.1, 5-2.2, 5-2.3, 5-2.4, 5-2.6, 5-2.8, 55.1, 5-5.2, 5-5.3, 5-6.2, 5-6.9
Social Studies
• Grade 3, 3-5.1, 3-5.2
• Grade 5, 5-3.1, 5-3.3, 5-3.4, 5-3.5, 5-3.6
• Grade 7, 7-4.1, 7-4.2, 7-4.3, 7-4.4
• Grade 8, 8-6.1, 8-6.2
• Grade 6, 6-2.1, 6-2.2, 6-2.4, 6-2.6, 6-2.8, 6-2.9, 65.1, 6-5.2, 6-5.3, 6-6.1, 6-6.2, 6-6.6
• World History, MWH-7.1, MWH-7.3, MWH7.4, MWH-8.1, MWH-8.2
• Grade 7, 7-2.1, 7-2.2, 7-2.3, 7-2.4, 7-2.6, 7-2.7, 75.1, 7-5.2, 7-5.3, 7-5.4, 7-6.1, 7-6.2, 7-6.6
• US History, USHC-5.1, USHC-5.3, USHC-5.4,
USHC-5.5
• Grade 8, 8-2.1, 8-2.2, 8-2.3, 8-2.4, 8-2.6, 8-2.7, 85.1, 8-5.2, 8-5.3, 8-5.4, 8-6.1, 8-6.2, 8-6.6
• English 1, E1-2.1, E1-2.2, E1-2.3, E1-2.4, E1-2.6,
E1-2.7, E1-5.1, E1-5.2, E1-5.3, E1-5.4, E1-6.1,
E1-6.2, E1-6.6
• English 2, E2-2.1, E2-2.2, E2-2.3, E2-2.4, E2-2.6,
E2-2.7, E2-5.1, E2-5.2, E2-5.3, E2-5.4, E2-6.1,
E2-6.2, E2-6.6
• English 3, E3-2.1, E3-2.2, E3-2.3, E3-2.4, E3-2.6,
E3-2.7, E3-5.1, E3-5.2, E3-5.3, E3-5.4, E3-6.1,
E3-6.2, E3-6.6
• English 4, E4-2.1, E4-2.2, E4-2.3, E4-2.4, E4-2.6,
E4-2.7, E4-5.2, E4-5.3, E4-5.4, E4-6.1, E4-6.2,
E4-6.6
TEACHER’S GUIDE
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6
Treating Artifacts with Care
Almost all of the objects in this trunk are artifacts, and they must be treated with respect. These artifacts
are very fragile and irreplaceable.
The most important rule for working with artifacts is to handle with care!
Below are some guidelines that students and teachers alike should follow in order to best preserve the
artifacts for the future.

You MUST wear cotton gloves when handling EVERY artifact. Gloves prevent the natural oils of
human skin from coming in contact with the artifacts and degrading them. The gloves provided
are washed between each school visit, and you may reuse the gloves as often as necessary.

HANDLE WITH CARE!
o Special care should be taken when you remove and return objects from their protective
covers. Please do not force any object into or out of its packaging, as this may damage the
artifact.
o Extra care should also be used when passing artifacts between people.
o The handling of artifacts should always be done under close teacher supervision! Students
should not have free access to the trunk and its contents.

TURN PAGES CAREFULLY! You may look through the books, but you must be extremely
careful. These items are very delicate.

When placing artifacts on a table, make sure the area is clear of anything that may damage them –
pencils, pens, paint, water, food, etc.

If an artifact has been damaged, don’t panic! Many artifacts can be repaired if necessary. Please
record any damage on the incident report provided in the Teacher’s Guide.
Thank you for your understanding of the delicate nature and importance of these artifacts!
TEACHER’S GUIDE
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7
Artifacts:

All artifacts can be used for this lesson
Objectives:
1. To explore primary source documents and artifacts.
2. To assist students in understanding proper handling of artifacts.
Background: When you read an artifact, you are observing, analyzing, and discovering important details
about the object. All of the artifacts in this trunk can be used during a reading session. Some objects may
be easier to read than others, but through careful examination you can find out a lot about all of them!
Activity:
How to Lead an Artifact Reading Session:
1. Review the “Treating Artifacts with Care” page for students.
2. There are several ways to proceed:
a. Divide the class into small groups and pass out gloves and artifacts. Ask each group to
examine their artifact(s) and report to the class their discoveries.
b. Call up students one at a time so they each handle and examine an artifact in front of the
class.
c. If it is not appropriate to let students handle the artifacts on their own, the teacher can
handle them and show them to the class.
3. Remember, you must wear gloves when handling the artifacts!
TEACHER’S GUIDE
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8
Sample Questions:
Objects
1. What kind of artifact do you have?
Printed Materials
2. What is it made of?
1. What kind of artifact do you have?
3. Is there anything written on it?
2. What is it about?
4. Where does it come from? Can you tell?
3. Who wrote it?
5. How was it used?
4. Who was the audience?
6. Who used it?
5. Why was it written/produced?
7. Where was it used?
6. When was it written/produced?
8. Do we have anything similar to it today?
7. Where was it written/produced?
9. Is there anything different about it that
8. What is important about this artifact?
you cannot identify or do not understand?
10. What can we learn about WWI from this
artifact?
9. Is there anything you do not understand
about this artifact?
10. What can we learn about WWI from this
artifact?
8|Page
TEACHER’S GUIDE
page
Artifacts:
• All artifacts can be used for this lesson
Objectives:
1. To create meaningful connections between objects
2. To understand personal meaning of artifacts used in WWI
Background: In mid-August 1914 the First World War began as a result of threats, mobilizations, and
tensions between European powers. The Central Powers (Germany, Austria-Hungary and the
Ottoman Empire) opposed the Allied Powers (Great Britain, France, Russia, Italy and Japan). The
United States joined the Allied Powers in 1917. The Great War, as it was then known, lasted for 4
years, finally ending in 1918 with the defeat of the Central Powers, the death of more than 9 million
soldiers, and the wounding of 21 million more. WWI saw new advancements in military technology
leading to the high level of destruction.
Activity:
History museums use artifacts to create exhibitions. The exhibits teach visitors about particular events
and stories from the past. Divide students into exhibit teams. Each team will be allowed to select three
artifacts from the trunk to use in creating their exhibition.
How to Create a Classroom Museum:
1. Review the “Treating Artifacts with Care” page for students. Pass out gloves.
2. Invite students to select their artifacts. Help them identify each artifact (may include Artifact
Reading session at this point).
3. Have students use the exhibit questionnaire to create their desktop exhibits. If needed allow
for time in library or at computers to research topics.
4. When displays are done, invite each group to present exhibits to class or open up your
classroom museum and allow students to be the museum guests.
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TEACHER’S GUIDE
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10
Classroom Curator Questionnaire:
Objects:
The objects will be the primary focus of your exhibit.
1. Identify each object. What questions do you have about the objects? How can you find the answers
to these questions?
2. How are your objects connected? When viewed together, what story do these objects tell?
Thesis:
An exhibit is like a research paper. As a group, decide on a thesis for your exhibit.
1. What is the purpose of your exhibit?
2. How does each of your selected artifacts connect to your exhibit?
Labels:
Curators use labels to explain the artifacts that are in an exhibit and the story that connects the artifacts.
Your group should include the following labels in your exhibit:
1. An introductory label or “text panel” that states your thesis, much like an opening paragraph to an
essay.
2. A label for each artifact. Artifact labels should identify the object and connect the object to the
thesis.
3. A final label or “text panel” can be used to wrap up your exhibit and/or invite the viewer to
explore the topic further.
Arrangement:
The placement of artifacts can help the curator tell the story of the exhibit. Visitors normally experience
an artifact from left to right and top to bottom, just like reading a book. Think of the placement of your
artifacts and labels.
1. Which artifact do you want visitors to see first? This artifact will introduce or grab your visitor.
2. What artifact do you want the visitor to see last? This artifact will wrap up your exhibit. The
artifact that is last will often be the one that sticks with visitors after they leave.
Take a step back:
When you think you have arranged your exhibit, take a big step back and see what the exhibit looks like
for the visitor. Make adjustments as needed.
TEACHER’S GUIDE
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Reports from the Front Lines
Artifacts:
• All artifacts can be used for this lesson
Objectives:
1. To explore historic articles for content
2. To create creative writing works based on historic articles and artifacts
Background: During WWI the primary means of mass communication about the war was print media.
Governments took control of most newspapers and magazines to control what information was being
shared with the public and to promote each nation’s unique needs.
Activity:
Discuss how modern media has changed the way people understand and react to war. What types of
media are used today that were not used during WWI? In particular, have students reflect on the
changes that social media has made. Today’s media is more visual and faster moving than during WWI.
Have students find articles from newspapers or magazines from 1914-1918. See resources listed below
for suggested sites to find articles. Have students work together to analyze articles. Use the questions
from the artifact reading session to assist.
Have students individually select 2-4 artifacts to study. This should be done in a class setting using
proper artifact care and handling (gloves!). Each student will then take on the role of a WWI reporter.
They are to write an article using their knowledge of WWI and their reflections on the WWI reports
they read. The article must somehow mention the 2-4 artifacts the student has selected.
Resources:
World War One Centennial Gallery: The Great War as Interpreted in Magazine Writings, 1914-1918 http://jfredmacdonald.com/worldwarone1914-1918/articles.html
The Library of Congress - http://www.loc.gov/
TEACHER’S GUIDE
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Preparing to Fight
Artifacts:
• Camp Wadsworth Article (reprint)
Objectives:
1. To understand the training that soldiers had before heading to battle in WWI
Background: During WWI about 4,355,000 United States troops were mobilized. Of those 116,516 were
killed and 204,002 were wounded. About 4,500 soldiers were taken as prisoner or went missing. The total
casualties were 7.1% of those mobilized. This number was low due to the short length of time the United
States was directly involved in the war.
In order to prepare soldiers to fight, training camps were set up all over the states. In the Upstate of South
Carolina there were two camps for training, Camp Sevier and Camp Wadsworth.
Wadsworth was in Spartanburg. From the fall of 1917 to March of 1919, the camp trained approximately
105,000 soldiers. Meanwhile, Camp Sevier was in Greenville, established to train and integrate National
Guard units into the U.S. Army. The camp was designed to hold 46,000 soldiers at a time. It operated
from fall of 1917 to spring of 1919.
Activity:
Have students read the Camp Wadsworth article “15,000 Men Now in Camp Wadsworth.” Discuss the
news from the camp.

What does the average training day sound like? What types of “drills” do students think the
soldiers participated in at Camp Wadsworth?

Have students research, using the resources listed at the back of the teacher manual, what types of
training soldiers had to do before shipping off.
Share the “Safety at the Front” training manual with students. Explain that many soldiers would memorize
the book so they would not need to carry it with them in the field. Have students discuss the different
chapters.

What did the students find surprising about the training manual?

What information did they find most useful?
TEACHER’S GUIDE
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TEACHER’S GUIDE
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14
Personal Effects
Artifacts:
 Ditty Bag and Handkerchief
 First Aid Kit




Gospel of Saint Luke
Housewife
ID Discs
Toilet Roll
Objectives:
1. To understand the personal side of a soldier’s experience at war
Background: During all wars soldiers leave behind loved ones. During World War I soldiers had limited
means of communication with those on the home front. Letters were the primary way to communicate,
although in some cases telegraphs could be sent for faster updates.
Without communication, soldiers held tight to personal belongings, which brought them comfort and a
sense of self in the midst of war.
Activity:
Before you share the items from the trunk, ask students to imagine they are preparing to go to war and
will have to carry all of their belongings. Have students write a list of what items they find most important.
What personal possessions would they pack to take to war?
Explore the items listed below, sharing details about each:



Ditty Bag and Handkerchief – Unknown Owner
o Made on the home front by loved ones and distributed to soldiers through the Red Cross and the
Salvation Army.
o Why would something that is hand-made be a comfort to soldiers?
First Aid Kit
o Containing one bandage, this simple first aid kit was all a soldier had to keep them alive if hurt in the
trenches, which might be out of reach of medical assistance.
“Gospel of Saint Luke” – London, England
o Distributed by the Salvation Army and other charitable groups, the hope was to support soldiers
through faith.
o What role does religion have in a soldier’s life? How would faith or religion support a soldier in times
of despair during the war?
TEACHER’S GUIDE
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Personal Effects




Housewife – Origins Unknown
o A “housewife” was a small sewing kit which held needles, pins, thread, and replacement buttons. It
was important for soldiers, even in battle, to keep uniforms in good repair.
ID Discs – Roy E. Bender
o Later referred to as “dog tags,” these IDs were mandatory by the time WWI began. They were worn
around a soldier’s neck and included the soldiers name, country and identification number. There were
two so that, in the case of death, one tag could remain with the body and the other would be sent to the
person who was responsible for burial.
“Song Book”
o Books filled with songs, mainly patriotic, helped to keep spirits up when situations were poor. Some
songs were specifically written for WWI, such as “Over There,” written in 1917 when the United
States joined the war. See page 39 of the song book for lyrics.
Toilet Roll
o To stay clean and healthy, soldiers carried toilet rolls. This canvas kit included such items as a nonbreakable mirror, toothbrush, toothbrush holder, and hair combs. Soldiers were expected to be clean
shaven so that gas masks would fit more securely. For that reason soldiers carried shaving soap and
shaving kits with razor and changeable blades. Occasionally, soldiers would include other personal
items in their toilet rolls like letters, small books or money.
Have students discuss the items. How did their list match with the items soldiers in WWI had with
them? Did they see similarities? Did they see differences?
TEACHER’S GUIDE
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16
Artifacts:
• Bacon Tin
• Canteen and Cover
• Condiment Can
• Hard Bread
• Mess Kit
Objectives:
1.
To understand the living conditions of men serving in WWI
2.
To assess the nutrition levels of soldiers serving on the front line
Background: In order to continue fighting, soldiers had to have strength. As with all wars, getting food to
the frontlines was a challenge. Those fighting in the trenches were especially hard to reach. With rationing
of food on the home front, some soldiers were eating better than their families. Food did not change
often, as it was challenging for cooks to serve large groups of soldiers, so stews and large pie-like casseroles
were common.
Activity:
Use the artifacts to explore the diet of soldiers serving on the frontline.





Bacon Tin – Made in Ohio, 1918 (1916 model)
o Used to hold ration of heavily salted meat or bacon for when a soldier was on campaign away from the field
kitchen. Some soldiers would add water to the can and heat over the fire.
Canteen and Cover – Cover, 1917 and Cup, 1918
o The cover was designed to attach to the soldier’s cartridge belt. The cup would be used to carry water but could
also be used for tea or coffee.
Condiment Can
o The condiment can is two-sided so that it could hold more than one ingredient. Common ingredients for the can
included coffee, tea, cocoa, sugar or salt.
Hard Bread
o Soldiers were issued two boxes of crackers and instructed to carry them always for a source of food. Like the
bacon tin, they would help to sustain soldiers when they were away from the field kitchen.
Mess Kit, 1918
o All soldiers carried mess kits which would open into a plate and bowl. The mess kit could be used to cook food
over a fire or receive food in a chow line from the field kitchen.
TEACHER’S GUIDE
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17
Activity Continued:
Discuss the items from the trunk and how they served the soldiers.
Identify what food groups the items would fall under. What food groups are missing from the diet of
soldiers? What types of problems would this cause?
If possible, compare the rations from WWI to the diet of soldiers today. How has food changed? How
has technology allowed the diet of soldiers to improve?
TEACHER’S GUIDE
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18
A New Type of War
Artifacts:
• Anti-dimming Compound
• Cartridge Belt with cartridge
• Gas Mask
• Helmet
Objectives:
1. To understand the change in warfare marked during WWI
Background: During WWI new technology changed the face of warfare. Some of the new weapons
included machine guns, tanks, and chemical weapons. One of the many horrors of WWI was the use of
poisonous gas by the Central Powers on the Allies. When the United States entered the war in 1917, the
army was not prepared for the use of gas, which was especially harmful to those fighting in the trenches.
Activities:
Share the items from the trunk related to combat:
 Anti-dimming Compound
o A soldier would rub the anti-dimming compound on the eyepiece of the gas mask to
prevent the goggles from fogging up and creating vision impairment.
 Cartridge Belt and Cartridge
o The essential part of a soldier’s uniform. The belt was made with many pockets each
designed to hold two clips of five cartridges. In addition, soldiers could attach many other
items to the belt including: a first aid kit, a canteen, a bayonet, pistol and trench knife.
 Gas Mask
o The one tool soldiers had to protect them against poisonous gas. The mask was designed by
the British, earlier in the war, and they were used by United States soldiers when they
entered the war in 1917. The mask was worn on the face, covering eyes, nose and mouth.
The canister held charcoal, which was the primary filter for air. The canvas case held the
filter so soldiers still had use of their hands.
TEACHER’S GUIDE
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19
A New Type of War


Helmet
o Soldiers wore helmets like this through the war. The steel helmet was designed by John
Leopold Brodie, an Englishman, in 1915. In the United States the helmet was referred to
as the doughboy helmet, tin hat or Tommy helmet.
“Safety at the Front”
o Manuals were given to soldiers to assist in preparation for the war. They outlined how to
protect the soldiers from enemy attacks, as well as the use of new weapons on the enemy.
Have students select one form of new warfare to research and explore. Allow students time to share with
one another each of the new weapons they have discovered.
Give each student a paper and have them divide the sheet in half (length-wise). On one side students will
write the benefits of the new warfare technology. On the other side the students will list the costs of the
technology.
TEACHER’S GUIDE
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20
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Moral
Women
in War
Artifact
Image
List
Additional Resources
The
History
Channel
Artifact:
To
make
thisbomb
complex
system
work,
government
ration and
coupons,
rationJapan.
books,
Artifacts:
Activities:
The
atomic
has been
used
onlythe
twice
in warfareproduced
- at Hiroshima
Nagasaki,
Oncertificates,
August 6,
Artifacts:
Artifacts:
auto stickers,
and ration
tokens
that
could
replace
mintedfrom
coins.
Every
man,
woman,
and child The
was issued
http://www.history.com/topics/world-war-i
1945,
“Little
Boy”
(weighing
over
4
½
tons)
was
dropped
the
Enola
Gay
onto
Hiroshima.
Aioi
Time
magazine
article
•
Study
the
advertisements
from
the Time magazines.
1.
1941
Parker
High
School
yearbook
Advertisements
Popular
Science
inarticles
Time
magazines
•
•
a rationwas
book.
teachers
servedmissed
as registrars
and
helped
distribute
these
books.people were killed and
Bridge
the School
target, and
the bomb
by only
800
feet. In
an instant,
66,000
“Battle
of
the
Pacific: L
Hell’s
Acre,”
Activities:
2.World
•
Find
some
contemporary
advertisements
from
today’s
magazines.
Compare and contrast the
First
War
Printed
Founded
reproductions
by
Edward
and
Youmans
.jpg
files
in
are
1872,
this
magazine
joined
•
•
69,000
injured
by
a
10-kiloton
atomic
explosion.
 The
Treasure
Chest
ofpp.
Famous
Marches
(Battle
ofor
Iwo
Jima),
25-26,
advertisements
from
andduring
today.
Each1.version
of
the
War
Ration
books
was
different,
as
and
demands about
for different
foods
and
available
on
the
USB
key
countless
other
publications
WWII
in supplies
helping
inform
Read
one
more
of WWII
the
Time
articles.
Find more
recentto
information
the same
topic
(Battle
Theareahttp://www.firstworldwar.com/
of
total vaporization
from the atomic bomb blast measured one half mile in diameter; total
February
26,
1945
the
American
public
about
the
war.
of
Iwo
Jima,
etc.).
materials
changed
during
the
war.
Training
sessions
were
held
to
teach
women
to
shop
wisely,
conserve
a.one
What
is being
sold?severe blast damage two miles in diameter. Within a diameter of two
 Board
Puzzle
Objectives:
destruction
mile in
diameter;
Time
magazine
advertisement
•
food,
and
plan
nutritious
meals.
The government
printedthe
monthly
meal-planning
with recipes
1941facts
a.of Congress
What
and
commentaries
havealso
remained
same over
time? Whatguides
has changed?
• August
and
aLibrary
half
miles,
everything
flammable
burned.
The 1.
To
understand
theBecker
government’s
roleas
in
b.
Who
is
the
audience?
•
Charlotte
prints,
such
the
one
on
this
puzzle,
and daily
menus.
Good
Housekeeping
magazine
printed
monthly
special
sections
for cooking
with
“Parents
ofadvertising
Boys
under
10...WATCH
•
commercial
during
WWII
Nerve
System”
pp.
92-95
b.
Why
do
you
think
some
information
stays
same
andNagasaki.
other
information
changes?
• “Army’s
On August
9,
1945,
“Fat
Man”
(weighing
over
5GREECE!”
tons)
was the
dropped
on
Though the
bomb
were
popular
throughout
the
war
and
won
her
a
place
http://www.loc.gov/vets/stories/
p.
87,
February
26,
1945
 itsfoods,
rationed
and
numerous
national
publications
featured
articles
that
rationingNagasaki's
to
missed
c.
What
bythe
over
is the
athink
mile
symbolism?
and
half,
it still
leveled
nearly
half
the
city.explained
In a split
2. Totarget
assess
similarities
and
changes
in
defense
isathe
army
chemist’s
job”
pp.which
100-104
c.
• “Poison-gas
Can
you
of
other,
more
recent
events
in
information
thatsecond,
came out
in
history
for
her
portrayal
of
children.
Americans.
Newsreels
• Universal
population
dropped
fromWWII
422,000
383,000.
25,000
people were injured.
advertising
from
andto
the
present
day
immediately
afterward
was
later Over
proven
wrong?

http://www.loc.gov/rr/program/bib/wwi/wwi.html
“Chemurgy
strong
new
weapon”
pp. 105-107
•
d. What is the- amessage?
Objectives:
th
Objectives:
Physicists
who
have
studied
these
atomic
explosions
estimate
thatthey
theknew
bombs
utilized
only 1/10
of
2. life
Read
the
Time
advertisement
about
Greece.
While
during
war
meant
daily two
sacrifice,
few
complained
because
it
was
the
men
and
women
th
1% 1.
of
their
respective
explosive
capabilities.
PBS,
War
and
the
Shaping
of the
20 itsCentury
1.The
ToGreat
assess
howdoes
thesome
passage
of time
changes
our
perspective
of
historical
events
e.
the
advertisement
get
message
across?
(Illustrations,
photographs,
text, etc.)
To
find
examples
of
students’
reactions
WWII
in
uniform
who
were
making
the
sacrifice.
A
poster
released
by
the
Office
ofabout?
War Information
a. How
What
are
of greater
the
things
thatto
the
editors
at Time
are
concerned
Objectives:
2. simply,
To analyze
the
of thehave
US
toupitshappening?
enemies,
bothencouraged
during WWII
and today
stated
“Do
with
less
so they’ll
Another
Americans
to “Be patriotic - sign
2.
Did
anyareactions
of
these
things
endenough.”
1. http://www.pbs.org/greatwar/resources/lesson.html
Tofind
understand
the
scientific
developments
thattoday
occurred
during
War II
f.b.
Would
WWII
advertisement
be effective
today? Why
or World
why not?
To
activities
that
seem
familiar
to students
Activities:
your country’s pledge to save the food.”
c.
Dohow
Americans
have
any
similar
concerns
about
countries
groups
of people
today?
In
1942,
the
Advertising
Council
was
created
respond
to the
shock
of WorldorWar
II. The
Ad Council
2. To
assess
these
development
changed
the course
ofother
history
The
New
York
Times,
Teaching
World
War
I to
with
The
New
York
Times
1.
Read
the
Popular
Science
articles.
Discuss
the
implications
offor
the
federal
government’s
influence
on magazines.
advertising
WWII.
This1.
1941
Parker
High
School
yearbook
isto
full
of reminders
that
the
students
picturedduring
were living
in a
See
“Additional
Resources”
page
links
online
versions
of
the
above
began
a campaign
to promote
advertising as aofway
to maintain
companies’
positive images in the minds of
Activities:
To assess
the
ethical
considerations
using
some
of these
technologies
time3.
of http://learning.blogs.nytimes.com/2014/09/10/teaching-world-war-i-with-the-new-yorkwar.
they
were
also
average
students
goingtechnologies
to school,
joining
clubs
and sports teams, and
a.ButWhat
can you
learn
about
these new
from the
articles?
consumers during
a time
of shortage
and rationing.
a. Why
did most
advertisements
have patriotic themes?
attending
dances.
Even
though
the United
States did notInfully
enter
WW II until December 1941,
1. Examine
the
books.
b. the
Do
weration
still
these
technologies
what
ways?
times/?_r=0
In the 1940s,
editors
atuse
Time
made
a pledge totoday?
present readers
with news of the conflict they dubbed
students
were
well
aware
foreign
affairs.
See the War
“Additional
Resources”
page
for
a linkwords
to companies
the online
version
of this
magazine.
b. II,”
Because
ofofthe
government
incentives,
advertised
products
that were
not readily
“World
marking
first
of
these
describe
the worldwide
fighting.
Time
had a
2. Discuss
the
technologies
ofuse
WWII.
Despite
thea.economic
circumstances
ofin
rationing
and to
wartime
conservation,
which
should
haveInc.
created
What
do
they all
have
common?
available
due
to
rationing
and
shortages.
Was
this
ethical?
Why
or
why
not?
more
than
eighty
correspondents
reporting
from
every
front
from
the
Battle
of
the
Coral
Sea
in
the
BBC
Activities:
a. Which had
the biggest impact
on fighting
theincreased.
war?
decrease
in advertising,
advertisements
in magazines
actually
The Internal Revenue Service
Pacific
to mathematics,
the
Bulge
in
Europe.
b. Battle
Whatofisthe
different
between
them?
Science,
and
new
technology
had
a
huge
impact
on
WWII
and many
of the
ruled inhttp://www.bbc.co.uk/schools/0/ww1/
1942
a business
receive
a tax
advertisingand
thatcivilian
featuredlife,
wartime
subject
b. that
Which
had thecould
biggest
impact
ondeduction
our worldon
today?
•
1.
Let
students
explore
the
pages
of
the
yearbook,
looking
carefully
for
details
in
the
photographs.
discoveries
during
the
1940s
still
have
an
impact
on
our
lives
today.
Some
of
the
inventions
and
Being on the war front allows reporters to provide color, detail, and rich description to readers and
matter.
Companies
responded
byand
creating
numerous
advertisements
that had from
patriotic themes.
2.
the
made
during
3. Discuss
Discuss
the sacrifices
implications
ethical
considerations
of the
technological
advancements
that
occurred
during
theWWII.
war include
rockets,
Nazi Germany;
viewers
back
home.
However,Americans
their
presence
may
also
influence
ortechnology
alter thepioneered
situationWWII.
atbyhand.
•
http://www.bbc.com/history/0/ww1/
a.
What
clues
can
you
find
that
show
the
students
were
aware
of
the
War?
(see
“Dignified
electronic
developed
by the British;
the mass
production
ofthreat
penicillin;
plastics;
radar;
and the
a. What
kinds
of government
technological
weapons
are
morally
acceptable
and
what
kinds
are
not?
Back
home,computers,
United
States
responded
to the
perceived
ofwas
Japanese
and
a.theMake
a
list
of
ten
items
you
would
be
willing
to
go
without
if
it
necessary
toGerman
support
(?) Seniors…”
andbond
“We and
Followed
the
Fads…”)
The
Treasury
Department
needed
stamp
sales
to
finance
the
war.
To
help
the
effort,
the
atomic
bomb.
Americans. b.
During
WWII,
overdecision
11,000
people
ofUS
German
ancestry
120,000
people
of Japanese
Wassoldiers
it the right
forthe
theclass.
Government
to and
bring
Nazi rocket
scientists
to the US
our
and
share
with
government
agency
announced
a
campaign
involving
war
loan
drives.
If
companies
included
a
push
to buy
ancestry
were
put
into
internment
camps
across
the
US,
even
though
most
of
them
were
US
citizens.
to help
develop
theof
American
spaceand
program?
the technology
dress
thethat
teachers
students.
Of course, b.
the Compare
most
famous
came
out
of WWII is the atomic bomb. On August 2, 1939,
war
bonds
and stamps
onsigned
their
they
could
receive
aRoosevelt
tax deduction
for
that,
as well.
i. Nazi
Are
thereadvertisements,
anyexperiments
items that
the
class
has
common?
Arewould
these
items
for
Albert
Einstein
to
President
Franklin
D. apologized
Roosevelt.
He
told
of
inofneeded
Nazi
Germany
to
In
1988,
Ronald
Reagan
legislation
forinthe
internment
onefforts
behalf
the
c. Ifwrote
the
medical
produced
medical
data that
be
useful
forUS
today’s
c.
How
do
the
hairstyles,
clothing,
and
language
of
1941
compare
to
those
of
today?
Money
would
be
raised
for
the
war
effort,
and
companies
would
keep
their
product
or
service
name
in
purify uranium-235,
which
could
used
to build
anactions
atomic
bomb.
It was
shortly
thereafterwar
that
the
soldiers?
government.
The
legislation
statedbe
government
were
based
on “race
prejudice,
hysteria,
researchers,
would
itthat
be
ethical
to use
that
data?
United
States
began
theOver
serious
undertaking
known
as "The
Manhattan
Project."
and
a of
failure
ofGovernment
political
leadership.”
$1.6
billion in reparations
were
later cases
disbursed
by
the
US
front
the
public
and
show
a
strong
sense
of
patriotism,
even
though
in
some
(such
as
the
d. How
Is it heroic
tostudent
use new
weapons
technologies
that
to kill from a distance,
d.
do
the
activities
compare
to
ofallow
today?people
b.
did
rationing
affect
the
daily
lives
of those
Americans?
government
to How
Japanese
Americans
who
had
either
suffered
internment
or were heirs of those who had
automobile
industry),
no
product
existed
at
all.
Simply put, thewithout
Manhattan
ever Project
seeing their
was committed
enemies? Why
to expediting
or why not?
research that would produce a viable
suffered internment.
atomic
bomb.
From
1939
to
1945,
more
than
$2
billion
was
spent
thetoday.
Manhattan Project. Robert
2.
Discuss
the
impact
of
foreign
affairs
on
students
of
yesterday
and
3. Discuss the role of the government in the national economy.on
Oppenheimer oversaw the project from conception to completion.
a.
what
ways
WWII
therationing
lives of students?
a. In
What
were
thedid
pros
and affect
cons of
during WWII?
b.
How
do American
affect
your
lifethe
today?
b. Upcountry
Is it appropriate
forforeign
the government
toSt.control
purchases
its 467-3100
citizens? |
History Museum,
540affairs
Buncombe
Greenville,
SC
29601 | of
(864)
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Artifact Image List
Anti-dimming Compound
Bacon Tin
Army Song Book
Holy Gospel
Safety at the Front
Canteen Cup & Cover
Cartridge Belt
Condiment Can
First Aid Kit
Gas Mask
Hard Bread
Helmet
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Housewife
ID Discs
Ditty Bag
Toilet Roll
Mess Kit
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TRAVELING TRUNK WORLD WAR I

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