Works Cited

Falter, John. "Recruiting Posters for Women From World War II." Department of the Navy - Naval Historical Center. 1 Jan. 2001. Naval Historical Center. 24 Apr. 2008 .

Japanese American Internment Camps. 2007. You Tube. 30 Apr. 2008 .

A League of Their Own - Part 5. Dir. Penny Marshall. Perf. Geena Davis, Tom Hanks, Madonna. 1992. You Tube. 22 Apr. 2008 .

Minear, Richard H., and Theodor Seuss Geisel. "Rationing & Recycling." Political Cartoons by Dr. Seuss. 1999. 8 Apr. 2008 .

A Nisei Story. Dir. Daniel Masaoka. 2006. You Tube. 30 Apr. 2008 .

Panchyk, Richard. World War II for Kids. Chicago: Chicago Review P, Inc., 2002. 24-69.

Rosie the Riveters of World War II. 2008. You Tube. 21 Apr. 2008 .

"United States Home Front During World War II." Wikipedia. 27 Apr. 2008. Wikipedia Foundation. 4 Mar. 2008 .

"World War II - Japanese Internment Camps in the USA." History on the Net. 3 Oct. 2007. History on the Net Group. 30 Apr. 2008 .




**Blogger will not let me properly indent where it should be**

Causes & Effects of Japanese Internment in the United States

Concept Map

Below is a concept map. Please fill in the bubbles on the left hand column with the causes of Japanese Internment in the United States. In the right hand column, fill in the effects. Try this on your own, first.

We will go over this as a class once every one has had a chance to write down some ideas.

Japanese Internment in the United States during World War II

Name: Kori Kivley Date: April 22nd-23rd, 2008
Subject: 6th Grade Social Studies 65 minute class period

National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”

Key concepts/skills/values: Japanese internment’s negative effects

Objectives: By the end of this lesson, students will be able to:
1. Identify the causes and effects of Japanese Internment
2. Define terms from the book, “Farewell to Manzanar” located on pages xiii-xv

Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well visually, so the videos incorporated into this lesson. Her aid may also be present doing this time if need be. She will need extra time defining the terms and reading the book.
The second provision was made for an ESL student. With the videos I will be showing the students from You Tube, he will be able to see the material presented in different ways. He will also need additional assistance and time in the pull-out program for reading and defining the terms.

Materials:
1. Concept Map Worksheet for Causes & Effects of Japanese Internment
2. Worksheet for defining terms as homework
3. Video Clips:
a. http://www.youtube.com/watch?v=RhN-IK0VOgo&feature=related
i. “Japanese American Internment Camps” - created by a student
ii. Play up until 4:27



b. http://www.youtube.com/watch?v=QqlNthzBU2I&feature=related
i. “A Nisei Story”



Sequence of Learning Activities

Anticipatory Set:
The students should have finished reading “Farewell to Manzanar”, so showing the videos at the beginning of the lesson will be engaging and refresh their memories about the story. This should take 7-8 minutes

Frame:
Give an overview of the lesson. Start off by talking about the causes and effects of the Japanese internment. Explain to them this was an important event in history that should never be forgotten due to the traumatic aftermath. Students will also define the important terms from the book, “Farewell to Manzanar” and understand these as well. Students are encouraged to write the definitions in his/her own words. This should take about 6-7 minutes.

Procedures and Strategies:
1. After showing the students the video clips, have them work on their Concept Maps.
2. Students should write down their own thoughts and ideas, then they may share them with others. Give them 15 minutes.
3. Once they have had a chance to write something down, regroup as a class.
4. A copy of the Concept Map worksheet will be written on the board, so students will be able to copy down the material.
a. Causes of Japanese Internment in the United States:
i. Japan was apart of the Axis Powers
ii. Attack on Pearl Harbor on December 7, 1941
iii. Executive Order 9066 signed by President Roosevelt
iv. United States felt unsafe with Japanese in their country
**There are more causes, and I think students will come up with more as the discussion transpires**
b. Effects of Japanese Internment in the United States
i. Many Japanese moved back to Japan
ii. Experienced depression
iii. Public Law 414
**These can be both immediate and long term effects. Again, there can be many**
c. This discussion should take about 25 minutes.
5. After this discussion, students will receive an assignment. They should use their book, “Farewell to Manzanar” as well as other sources to define the following terms. The terms will be written on the board, and they should copy them down on a separate sheet of paper.
a. List of terms:
i. Issei vii. Pearl Harbor
ii. Nisei viii. Executive Order 9066
iii. Sansei ix. Manzanar
iv. “Shikata ga nai” x. Habeas Corpus
v. Alien Land Bill xi. Public Law 414
vi. Immigration Act
b. Students will be asked to find four more important terms or ideas from this event and write those down as well. Each student should have a total of 15 terms defined at the end of the assignment. This should take 5 minutes to explain, and another 5 minutes for them to write down the terms.


Assessment:

Objective 1 will be graded based on how well they are filling out their Concept Maps. The map should have all 6 bubbles filled in with answers relating to the causes and effects of Japanese Internment. I will be walking around the room, making sure they are staying on task and answering any questions they have. I will make a mental note of those who are succeeding and of those who are struggling.

Objective 2 will be graded when students hand in their assignment on a separate sheet of paper with their completed definitions on it. This will be graded out of 15 points, one point for each definition.

Recruiting Poster Activity

Materials:
a. White poster board
b. Photos/pictures (at least 3)
c. Pencil
d. Markers

Recruiting posters were a big deal during World War II. People designed these posters to persuade people to join the army. In this activity, you will find picture from magazines, newspapers and/or the internet that have to do with enlisting in the army. You will then put together a poster with a unique slogan that will catch people’s attention. You may also draw pictures too, if you would like.

Use your imagination! The sky is the limit! :-)

On April 17, you will present your posters to the class.


Example:


http://www.history.navy.mil/ac/posters/wwiiwomen/81-156-aa.jpg


"World War II for Kids" By Richard Panchyk p. 24

Roles of Women in the United States during World War II

Name: Kori Kivley
Date: April 15th-17th, 2008
Subject: 6th Grade Social Studies
60 minute class period


National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”

Key concepts/skills/values: equality, women’s job positions before and after WWII

Objectives: By the end of this lesson, student will be able to:
1. Identify the different jobs women held during World War II.
2. Classify the differences between women before and after World War II
3. Define the term, “Rosie the Riveter”
4. Create a recruiting poster contributing to the war effort.

Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well visually, so the videos and poster making were incorporated into this lesson. Her aid may also be present doing this time if need be.
The second provision was made for an ESL student. With the videos I will be showing the students from You Tube, and my DVD collection, he will be able to see the material presented in different ways.

Materials:
1. Notebook paper for the Venn Diagram
a. Compare/contrast women before & after World War II
b. See Wikipedia http://en.wikipedia.org/wiki/United_States_home_front_during_World_War_II#Civilian_consumption_and_rationing
2. Magazine & newspaper clippings, clip art, and other images related to World War II (i.e., President Roosevelt & other leaders tanks, airplanes, battleships, submarines & soldiers, Statue of Liberty)
3. Examples of War time poster – World War II for Kids p. 24
a. Rosie the Riveter
b. phone & gas companies
c. army recruiting
4. Video Clips
a. Rosie the Riveter:



b. “A League of Their Own”:
i. Time: 4:12 – 5:45 minutes




Sequence of Learning Activities

Anticipatory Set:
Have the students pull out their notebook, & begin by making a Venn diagram. One bubble should be Pre-War Women, and the other Post-War Women. The overlapping of the bubbles will be what has stayed the same for women. Have the students try to put information they already know in the two bubbles. Give them about 15 minutes. We will come back to this at the end of the lesson to demonstrate what the have learned.

Frame:
Provide an overview of the lesson by talking about what women did pre & post World War II.
Personally ask the students what they think the term “Rosie the Riveter” means. Make a consensus on the blackboard. The “Rosie the Riveter” concept began once women began working in the factories, since the men went off to war. They were needed in particular factories that made war time products, like rocket nozzles, for example. My great grandmother was a Rosie the Riveter, and she did this very job – show rocket nozzle. Women did continue to hold habitual jobs, like waitressing. They were also given the opportunity to work as bank tellers and different types of sales jobs. Many women also became pilots, helping the United States Air force, so the male pilots were able to be on the front lines. Most women were continued to hold the role of a housewife on top of working a full time job. Many did struggle with this change.
-From Wikipedia

Procedures and Strategies:
1. Show the students the video clips from You Tube & “A League of Their Own.”
a. This should take about 7-8 minutes
2. Discuss any questions they might have.
3. Students will choose a particular job women did during World War II
a. Create a recruiting poster
i. Examples: factories, nurses, pilots, women’s baseball
b. Students will look through magazines, newspaper and resources on the internet
i. Give them 15-20 minutes to do so
c. Students will have the chance to find photos at home
i. Posters will be due on April 17th.
4. Come back together as a class, revisit Venn diagram – write it on blackboard for students to copy down on notebook paper (10 minutes)
a. What are the types of jobs that women held?
b. Which one did you chose to do your poster on & why?
c. What are some of the differences between women before & after World War II?
5. Finish up by answering any final questions (5 minutes)
a. Students will hand in their Venn diagram for participation points
b. Revisit the term “Rosie the Riveter” and ask them the question again
c. Hand out the worksheet to be completed with their poster





Assessment

Objective 1 will be graded based on the class discussion we have after watching the video clips. I will mentally take note of who is paying attention and sharing their answers with the class. As the teacher, I will make mental note of who is struggling, and who is succeeding.

Objective 2 will be graded based on participation in the discussion as a class, as well as handing in a completed Venn diagram. The Venn diagram should have everything on it that the blackboard has. It will show they were paying attention.

Objective 3 will be graded based on the videos and class discussion as well. Students should be able to show and tell me what Rosie the Riveter means. Students will be able to show me this concept through their Venn diagram and posters. As the teacher, I will keep track of what each the students said, by what I have written on the blackboard.

Objective 4 will be graded based on their completeness of their poster. Students should express a clear idea through their slogan and 3 photos/pictures. Students will also be asked to present this poster, and I will be taking notes on this process as well.

Rationing Game

Materials:
a. 6 or 7 rolls of pennies
b. 5 or 6 rolls of nickels
c. 2 Styrofoam cups
d. Worksheet and paper
e. Calculator


How many people are in your group? _________

Multiply the number of people by the 64 red points for meat and fats: _________________
Count out that number of pennies.

Multiply the number of people in your group by 48 blue points for canned foods:_____________
Count out that number of nickels.

These will be your group’s ration points for the month.

Write down the items your group members brought from home and the size of the package:

Item: Package Size (oz.) Item Package Size (oz.)
1. _________________ 6. _________________
2. _________________ 7. _________________
3. _________________ 8. _________________
4. _________________ 9. _________________
5. _________________ 10. _________________

How many points has your group used up? __________

Count out your ration points into a cup. How many do you have left? ___________

Which items would your group NEVER buy?



How did your group do using this rationing method?



Why were these items rationed? (Refer to our class discussion earlier)


"World War II for Kids" By Richard Panchyk p. 53

Rationing in the United States during World War II

Name: Kori Kivley
Date: April 7th-8th, 2008
Subject: 6th Grade Social Studies
50 minute class period


National or State Benchmarks Addressed:
Taken from the Minnesota Academic Standards in History and Social Studies:
I.I.4. Students will evaluate the impact of World War II on the home front and on American culture, including Japanese internment, Tuskegee Airmen, and “Rosie the Riveter.”


Key concepts/skills/values: rationing, saving, re-using, recycling, mathematical skills

Objectives: By the end of this lesson, students will be able to:

1. Identify what goods/services were rationed in the United States during WWII
2. Understand why the United States rationed these goods.
3. Create a ‘what if’ scenario in groups on how they would have rationed

Provisions for Individual Differences:
The first provision was made for a student with attention deficit/hyperactivity disorder. She learns well when doing hands on activities, so the rationing game was incorporated into this lesson. Her aid may also be present doing this time if need be.
The second provision was made for an ESL student. With the video I will be showing the students from You Tube, he will be able to see the material presented in different ways.


Materials:
1. Internet – Dr. Seuss Cartoons
2. Examples of products being rationed
a. Coffee
b. Sugar
c. Nylon
d. Gas
3. Photocopy of the excerpt from World War II for Kids p. 50
a. Ruth H. Statement from World War I
b. Copy of War Ration Book No. 4
4. Directions to play Rationing Game from World War II for Kids p. 53



Rationing Cartoon about gas


Rationing Cartoon about recycling scrap metal

http://orpheus.ucsd.edu/speccoll/dspolitic/Frame.htm

Sequence of Learning Activities

Anticipatory Set:
Show the students the coffee, sugar and nylons. Ask them how often they feel they use these products in every day life. List these on the board. Once you get at least 6 or 7 responses tell them that years ago, when their great grandparents were alive, these products were not available all the time. Write on the board how often a family would use these products during WWII. This should take 10 minutes.

Frame:
Give an overview of the lesson. Start off by showing the students the different cartoons from Dr. Seuss relating to rationing. Read them the excerpt from the WWII for Kids. Explain to them that manufacturers were not producing that many goods for the public, due to the war effort. Tell them that fats were especially important because this ingredient was vital when making explosives. Many of the exports had ceased as well since these cargo ships were prone to attacks from Germany and Japan. The President at the time, Franklin Delano Roosevelt, formed the Office of Price Administration (OPA). He did this to prevent some families buying so much, that it would leave other families with nothing. This led to the United States issuing rationing books to each U.S. citizen. The stamps in these ration books had pictures on them or point values. Many people decided to grow Victory Gardens – growing their own fruits and vegetables for their personal use. Introduce the rationing game to the students, and tell them this will help them gain insight now how people in the United States survived rationing during World War II. Each student should have brought 2 food items from home. This should take 10 minutes also.

The Home Front during World War 1, 1916-1918
"My father was in the Civil Defense Unit, and he patrolled the streets. My brother, 13 at the time, was a Boy Scout and he sold Liberty Bonds from a truck. My sister and I had a war garden at the Brooklyn Botanic Gardens, and we grew all kinds of vegetables. We used them for our own use and gave them to neighbors, and my mother canned a good many. And then my mother participated with a group of women who trained women to supply recipes for meatless days that were required. We had that during World War I. Sugar and meat were rationed. Children in the elementary school were taught to knit socks and scarves to send overseas to the men in the service. It was a very patriotic time for people in World War I, as you can tell by the things that we did. When we go into the war, we had to give in the support that we could. On Armistice Day, I remember that my mother was in the city [New York], and the crowds were so active and excited that she was practically carried along, off her feet, by the excitement of the end of the war."
-Ruth H., born 1902(As you can see, the same patriotism existed in both wars, and the people that experienced World War I, were ready to sacrifice again for World War II).


Procedures and Strategies:
Rationing Game:
1. Explain the rules to the class, while writing them on the board.
2. Split the students into groups of 4 or 5.
3. Write down the Rationing Chart from 1943 on the board.
4. Hand out the supplies to each group:
a. 6 or 7 rolls of pennies
b. 5 or 6 rolls of nickels
c. 2 Styrofoam cups
d. Worksheet and paper
e. Calculator
5. Give the students 15-20 minutes to play the game.
6. As a group have them answer the following questions:
a. Which items would your group NEVER buy?
b. Which items would your group ALWAYS buy?
c. How did your group do on the rationing method?
7. Give the students 10 minutes to fill out the questions on their worksheet
8. Once the students have finished their worksheets, have them return to their seats.
9. Discuss the entire class’s results and answer any questions they might have.
10. Students should hand in the worksheet to be graded.


Assessment

Objective 1 will be graded during the class discussions both before and after the lesson. It will show they are paying attention, and who has grasped the idea of which items were rationed and why. As the teacher, I will make mental note of who is struggling, and who is succeeding.

Objective 2 will be assessed during the game playing process. I will be walking around and observing the students. Students will be able to see first hand how the United States was able to ration certain goods. By listening to the class discussions, they should be able to answer the questions to go along with their game. This worksheet will be handed in for a grade.

Objective 3 will be assessed at the end of the lesson when we all come back to together as a group. We will share our results, and see how the students interpret them. Again, I will make mental notes about which students have grasped this idea and which ones are still struggling.