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For more information on other programs at the museum contact: Public Programs Department (615) 741-0830 (800) 407-4324 or online at: www.tnmuseum.org, April 2003, 1,000 copies. Publication authorization #316532, This public document was promulgated at a cost of $.67 a copy. Page 2

State Curriculum Framework Objectives: 5 th grade Era 8 : High School Era 8 : 5.2.02 b, c 1.2 Levels 1, 2 5.2.03 a 2.2 Levels 1, 3 5.2.05 a 6.2 Levels 1, 2, 3 5.5.09 b, c, d, e 5.5.10 b Process Standards: Acquiring information, Data analysis, Communication, Historical Awareness Goal: To have students understand the effects of World War II on the Tennessee home front. Note: These lesson plans are written to help fifth through twelfth grade teachers expose their students to various aspects of life in Tennessee during World War II. Each lesson is based on the Tennessee Department of Education s curriculum frameworks and includes activities, material lists, and resources. The listed resources are but a sample of what is available. Use them as a starting point for classroom research. Some lessons include reference material for teacher use and handouts for students which are located in the Appendix. Please feel free to choose and adapt topics based on your classroom needs. Topics related directly to the first person performance are indicated by asterisks (**). The lessons also contain supplemental information and activities not covered in the performance. They are included so that students can appreciate Tennessee s role and Tennesseans involvement in the war effort. This involvement is included in the exhibits at the Military Branch of the located in the War Memorial Building. Page 3

Lesson One: Introduction Teaching Time 1-2 class periods A. KWL chart Divide a piece of butcher paper into three columns. Label the first column, What do we already know? Label the second, What do we want to know? Label the third, What did we learn? Use this chart as a discussion guide and add to the columns throughout the unit. Materials: * butcher paper * marker * pencils * paper ** B. Vocabulary/identification Define or identify the following. Allied powers Cornelia Fort maneuvers morale salvage scrap Axis powers home front rations Pearl Harbor artillery D-Day Cordell Hull production substitution civilians internment war bonds World War II Franklin D. Roosevelt Page 4

Lesson Two: Cordell Hull, Peacekeeper Teaching Time 1-2 class periods A. Have students research Hull s four principles. What were they? What did they encourage? What effect did they have on the peace negotiations with Japan? B. Cordell Hull received the Nobel Peace Prize in 1945, for his work with the creation of the United Nations. 1. Have students research Hull s work experience and write a resume showing the Tennessean s accomplishments. Were these accomplishments worthy of the Nobel Peace Prize? Why or why not? Materials: * Encyclopedias * Books * Internet * Copy of Four Principles for teacher reference (found in appendix) * Copies of Venn diagram (found in appendix) * Paper * Pencils 2. Discuss the purpose and organization of the United Nations. Use the Venn diagram to compare and contrast the United Nations and the League of Nations. Resources: The Four Principles The Four Principles URL: http:// www.ibiblio.org/hyperwar/pto/dip The United Nations Tennessee and the Formative Years of the United Nations: A Case Study of Southern Opinion, Tennessee Historical Quarterly, Vol. 52, Spring 1993, p. 3-18. Cordell Hull Cordell Hull The Tennessee Encyclopedia of Culture and History, edited by Carrol Van West Biography of Cordell Hull URL: http://www.payson.tulane.edu/cordellhull/ prod04.htm Cordell Hull URL: http://www.unitedstates-on-line.com/ tennessee/hull.htm The Nobel Peace Prize Internet Archive URL: http://nobelprizes.com/nobel/peace/ 1945a.html Cordell Hull Page 5

Lesson Three: Day of Infamy : Pearl Harbor Teaching Time 2-3 class periods A. Analyze President Franklin D. Roosevelt s famous speech. What effects did it have on gaining civilian support for the war? Have students write a speech encouraging patriotism and national unity. B. Have students create a documentary about Pearl Harbor. C. Divide students into small groups. Have them develop interview questions for FDR and Cordell Hull then have students role play radio broadcast of interview Materials: * Copies of FDR s speech (found in appendix) * Encyclopedias * Books * Internet * Paper * Pencils Dec. 7, 1941 - a date which will live in infamy Resources: Pearl Harbor New York Times articles about Pearl Harbor URL: http://www.nytimes.comlearning/general/ onthisday/big/1207.html At Dawn We Slept: The Untold Story of Pearl Harbor, by Gordon W. Prange Franklin D. Roosevelt Franklin D. Roosevelt URL: www.whitehouse.gov/history/presidents/ fr32.html Page 6

Lesson Four: On the Home Front Teaching Time 3-5 class periods A. Scrap drives Discuss the shortage of metals during the war. How did scrap drives contribute to the war effort? 1. Have students list all the metals they can think of. 2. Have students make lists of items made of metals in their homes which could be recycled. 3. Conduct a class scrap (recycling) drive. B. Rationing Discuss the concept of supply and demand. How did the war affect American supply and demand? How did rationing affect supply and demand? 1. Have students decide the quantities of foods and supplies they would need for one month and make out a shopping list. Materials: * Paper * Pencils * Markers * Potting soil * Seeds * Poster board * Copy of Saturday Evening Post cover (found in appendix) * Copies of Belt Line Girl (found in the appendix) * Map of Tennessee (found in appendix) * Encyclopedias * Books * Internet * Memphis Belle story (teacher s reference found in appendix) 2. Have students act as grocers and place ration coupon values on products. Remind them to place higher coupon values on products in the shortest supply. Then have students purchase items on their shopping lists using an allotted number of ration coupons. Were students able to buy everything on their lists? Why or why not? What items sold out first? Why? Page 7

C. Substitutions Many foods, toys, and other items were not available during the war. Civilians made due with various substitutes or developed new inventions. 1. Have students create a recipe to be included in a Liberty cookbook. These were cookbooks which contained recipes using substitutes for white sugar, butter, and various other foods necessary for the war effort. 2. Have students create a new invention to replace gas powered engines, rubber tires, metal cooking utensils which were necessary for the war effort. Students should develop a drawing or sketch of their invention with a written report describing what the invention does, how it works, and how it will make life on the home front easier. D. Victory gardens Discuss why civilians were encouraged to grow their own gardens. How were the gardens valuable to the war effort? 1. Have students list foods which could be grown in Victory gardens and canned for home use. 2. Plant a class Victory garden. 3. Make a Victory salad using items available only from a Victory garden. E. Posters The American government used posters to encourage G.I. enlistment and civilian support for the war. 1. Have students analyze the effectiveness of war time posters. How did they appeal to civilian patriotism? 2. Have students create posters for one of the following themes: military enlistment, war bonds, scrap drives, or the Four Freedoms. (Artist Norman Rockwell created a series of posters illustrating the Four Freedoms during the war.) F. Communication World War II took place before the advent of television. In fact, most Americans received war news from their radios or news reels at the movie theater. 1. Discuss Roosevelt s fireside chats. What should a president say to comfort and lead a nation during times of war? 2. Allied and Axis governments used propaganda to gain support for their war efforts. Discuss what propaganda is and how it affects society. Have students develop a radio skit or commercial promoting support for the war effort. Page 8

G. Women 1. Jobs World War II caused a labor shortage as men were drafted or enlisted in the armed forces. Women stepped forward and went to work outside the home in record numbers comprising 75% of the labor in war industries. a. Analyze Norman Rockwell s cover of Saturday Evening Post, September 4, 1943, depicting 31 war-related jobs for women. b. Have students research and identify locations for war industries in Tennessee including Vultee Aircraft, Dupont, and Eastman (Kodak.) c. Have students analyze and discuss the song Belt Line Girl. 2. The Memphis Belle a. Discuss the love story behind this famous plane and how it was used as propaganda for war bonds. 3. Cornelia Fort This native Nashvillian was conducting flying lessons at Pearl Harbor on the morning of the infamous surprise attack. Upon returning to the mainland United States, Fort embarked upon a national tour promoting war bonds. She was later honored as the first female killed while flying a ferrying mission for the Women s Air Force Service Pilots (WASPs). a. Pearl Harbor experience Have students research Fort s life and her experience at Pearl Harbor. Next have students develop an eyewitness report relating the events. b. WASPs Have students research this and other military organizations for women during the war. How were these women treated by men? What were their duties and responsibilities? b. Have students write a heroic or romantic story which could have been used to promote the sale of war bonds The Memphis Belle Page 9

Resources: Home Front World War II The Tennessee Encyclopedia of History and Culture The Home Front U.S.A., by Ronald H. Bailey America at War 1941-1945: The Home Front, by Clark G. Reynolds Home Front During World War II URL: www.pomperaug.com/socstud/ stumuseum/web/arhhome.htm Home Front Tennessee: The Home Front Experience, Tennessee Historical Quarterly,Vol. 51, Spring 1992, p. 3-18. The Tennesseans War: Life on the Home Front, Tennessee Historical Quarterly, Vol. 51, Spring 1992, p. 19-50. World War II Posters/Home Front Norman Rockwell s World War II: Impressions from the Home Front, by Susan E. Meyer Cornelia Fort Cornelia Fort The Tennessee Encyclopedia of History and Culture, edited by Carrol Van West Cornelia Fort 1919-1943 URL: www.pbs.org/wgbh/amex/flygirls/ peoplevents/pandeamexo Eyewitness account of Pearl Harbor URL: www.wasp-wwii.org/news/press/ fortl.htm The Memphis Belle Margaret Polk 200 Years through 200 Stories, by Anne Klebenow URL: www.memphisbelle.com Page 10

Lesson Five: Tennessee s Role Teaching Time 2-4 class periods ** A. Entertainment 1. Discuss Hollywood s role in boosting the nation s morale during the war. Were these efforts effective and useful? Why or why not? 2. Dinah Shore, a native Tennessean and popular actress, appeared in several morale-boosting films during the war. If available watch Thank Your Lucky Stars, Up in Arms, or Follow the Boys. Have students discuss how these films promoted patriotism or boosted American spirits during the war. Materials: * Movies * Copies of patriotic songs (found in appendix) * Paper * Pencils * Encyclopedias * Books * Internet * Maps of Tennessee and Normandy, France 3. The 1941 movie Sergeant York inspired Americans more than any other movie during the war. How did a film about a Tennessean fighting in World War I encourage and influence American society? Discuss how Americans related to the trials and tribulations of this heroic Tennessean. 4. Analyze such patriotic songs from the World War II era as Deliver the Goods and There s a Star-Spangled Banner Waving Somewhere. Have students write the lyrics to their own patriotic songs and share with the class. Page 11

B. Tennessee Maneuvers - The United States military trained for several months in 1943 in Middle Tennessee in preparation for the invasion of Normandy. 1. Have students research the Tennessee Maneuvers and discuss the military preparations for D-Day. Why was Tennessee chosen as the location for this training? Have students compare and contrast the terrain of Middle Tennessee to Normandy, France. 2. Have students write journal entries as if they were participating in the Tennessee Maneuvers. What were the weather conditions? What kind of training drills did they practice? What were their expectations for the actual invasion of Normandy? Did they think their training would prepare them well? Atomic explosion over Japanese port of Nagasaki C. Oak Ridge, Tennessee The Atomic City, The Secret City 1. Discuss why Oak Ridge is known as The Atomic City, or The Secret City. 2. Have students research the economic impact of the Oak Ridge project on this part of East Tennessee. Divide students into small groups and have them create posters, graphs, or charts relating the amount of economic, employment, and population growth. Second Army Tennessee conducting maneuvers near Watertown 3. Have students discuss and debate the merits of the Oak Ridge project. What would have happened to the outcome of the war if America had not developed the atomic bomb? What effects did the bomb have on the Japanese people, economy, and landscape? Was the devastation caused by the bomb necessary? Why or why not? Page 12

Resources: Song Clips URL: http://libwww.syr.edu/digital/ images/b/belfer78 Tennessee Maneuvers URL: www.angelfire.com/ny5/msgfisher/ ww2-jc-2.htm URL: http://candice.arnold.af.mil/aedc/ factsheets/campforrest.htm Oak Ridge Oak Ridge The Tennessee Encyclopedia of History and Culture, edited by Carrol Van West Secret City URL: www.visit-or.org/ secret.html National Atomic Museum URL: www.atomicmuseum.com/tour/ manhattanproject.cfm Tennesseans in World War II Memorial URL: www.state.tn.us/education/ci/ ciwwii/ciww2.htm Page 13

Appendix Lesson One: Lesson Two: Lesson Three: Lesson Four: Lesson Five: Defined vocabulary Four Principles Venn diagram Day of Infamy Speech Saturday Evening Post cover Tennessee map Memphis Belle story Patriotic songs Page 14

Vocabulary / Identification Allied powers the military alliance among the United States, Great Britain, and France during World War II Axis powers the military alliance among Germany, Italy, and Japan maneuvers large-scale military training exercises simulating combat morale a strong sense of enthusiasm, confidence, or dedication to a commonly shared goal that unifies a group artillery large-caliber firing weapons operated by crews civilians individuals who are not in the military D-Day (June 6, 1944) the beginning date of the Allied invasion of Normandy, France, which at that time was occupied by the German army deferment to delay or postpone something; Some men s draft status during WWII was deferred, meaning the jobs in which they were employed were considered essential to the war effort. Therefore these men were not drafted into the military. This deferment status could be changed if, at a later date, the military decided it needed more soldiers. home front refers to the civilian population of a nation or state which is fighting in a war Cordell Hull (1871-1955) born near Byrdstown in Pickett County. Hull grew up the son of a logger, but later entered the world of politics and government affairs. Hull served as circuit court judge, state representative, and U.S. congressman. In 1933, President Franklin D. Roosevelt appointed Hull to his cabinet. Hull became the longest-serving Secretary of State in history (nearly twelve years.) While in this office, Hull campaigned against the tariff, improved relations with Latin America, tried to prevent war with Japan, and played a key role in the creation of the United Nations. His efforts on behalf of this international peace-keeping organization earned Hull the Nobel Peace Prize in 1945. internment to confine or imprison during time of war Page 15 Pearl Harbor located in Oahu, Hawaii. Japanese naval and air forces conducted a surprise attack on the U.S. Fleet on December 7, 1941, causing over 2,000 American deaths and crippling the U.S. Navy. Described by President Franklin D. Roosevelt as a date which will live in infamy, the attack on Pearl Harbor led the United States to declare war on Japan who had a military alliance with Germany and Italy. production the creation or making of goods or services rations a limited amount of food or other products available during times of scarcity Franklin D. Roosevelt (1882-1945) 32 nd president of the United States who led the country during the Great Depression and World War II salvage to save something scrap discarded waste material which can be recycled substitution something that takes the place the place or fills in for another war bonds certificates sold by the U.S. government to finance the war effort; Citizens could buy war bonds for $18.75 and cash them in to the government ten years later for a value of $25. World War II fought from 1939 to 1945, although the United States did not join the war until after the attack on Pearl Harbor. The Allied powers of Great Britain, France, United States, and later the Soviet Union defeated the Axis powers of Germany, Italy, and Japan.

Cordell Hull s Four Principles 1. Respect for the territorial integrity and the sovereignty of each and all nations. 2. Support of the principle of non-interference in the internal affairs of other countries. 3. Support of the principle of equality, including equality of commercial opportunity. Page 16 4.Non-disturbance of the status quo in the Pacific except as the status quo may be altered by peaceful means.

United Nations vs. League of Nations Venn Diagram United Nations League of Nations Both Page 17

FDR s Day of Infamy Speech (To the Congress of the United States) Yesterday, December 7, 1941 a date which will live in infamy the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese Ambassador to the United States and his colleague delivered to the Secretary of State of form reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government had deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. Yesterday the Japanese Government also launched an attack against Malaya. Last night Japanese forces attacked Hong Kong. Last night Japanese forces attacked Guam. Last night Japanese forces attacked the Philippine Islands. Last night Japanese forces attacked Midway Island. Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our Nation. As Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense. Page 18 President Franklin D. Roosevelt signing the Declaration of War against Japan, December 8, 1941

FDR s Day of Infamy Speech (cont.) Always will we remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost but will make very certain that this form of treachery shall never endanger us again. Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. With confidence in our armed forces with the unbounded determination of our people we will gain the inevitable triumph so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December seventh, a state of war has existed between the United States and the Japanese Empire. The White House December 8, 1941 Page 19

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The Memphis Belle Revealed: The Story of Margaret Polk Americans undoubtedly have heard of the World War II B-17 bomber known as The Memphis Belle. However, many have not heard the story of Margaret Polk the real Memphis Belle. The college co-ed met Robert Morgan, the future pilot of The Memphis Belle, in Seattle while visiting her sister. The courtship eventually led to an engagement after Margaret returned to Memphis. Unfortunately marriage plans were put on hold due to Robert s military assignment in England. However, Robert did not let the war dampen his love for Margaret. He placed her photograph on the control panel of his plane, while he had Memphis Belle painted on the fuselage. The Memphis Belle seemed to be a guardian angel as the plane and its crew became the first American team to finish twenty-five missions. Recognizing a marketing opportunity, the U.S. War Department sent the plane s crew out on a war bonds/morale-boosting tour. Unfortunately for Margaret, this assignment also kept her apart from her fiancé. As the crew traveled the country, the couple s love story became an American favorite. Despite the story s popularity, it did not have a happy ending. The two broke off the engagement after spending so much time apart and went on to marry other people. It also appeared the B-17 bomber would also meet her end as she sat in an aviation junkyard until 1946. While the city of Memphis bought her, fund-raising efforts seem dismal until 1985 when she was finally restored. In 1987, Margaret reunited with Robert for the dedication ceremony of thememphis Belle Pavilion at Mud Island. It serves as a memorial for the thousands of B-17 crews who did not return from their missions. Page 22

Patriotic Songs of World War II Deliver the Goods (Bob Miller and Paul Roberts, 1942) Ø It s gonna take everybody to win this war Û I got a new job and I m workin overtime The butcher and the baker and the clerk in the store. Turning out tanks on the assembly line. The guys who sail the ships, and the guys who run the trains Gotta crank up the factories like the President said And the farmer raisin wheat upon the Kansas plains. Damn the torpedoes, full speed ahead. Ù The butcher, the baker, the tinker and the tailor Will all work behind the soldier and the sailor. We re workin in the cities, we re in the woods And we ll all work together to deliver the goods. Ú Now, me and my boss, we never did agree If a thing helped him then it didn t help me. But when a burglar tries to bust into your house You stop fighting with the landlord and throw him out. Ü I bet this tank will look mighty fine Punching holes in Mr. Hitler s line. And if Adolph wakes up after the raid He ll find every piece of shrapnel says U.S.A. Ý From New York City to Frisco Bay We re speedin up production every day. And every time a wheel goes around It carries Mr. Hitler to the burying ground. Bob Hope and the USO company entertaining the troops There s A Star-Spangled Banner Waving Somewhere (Pete Seeger and Bess Lomax Hawes, 1942) Ø There s a Star-Spangled Banner waving somewhere In a distant land so many miles away. Only Uncle Sam s great heroes get to go there Where I wish that I could also live some day. I d see Lincoln, Custer, Washington and Perry, And Nathan Hale and Colin Kelly, too. There s a Star-Spangled Banner waving somewhere, Waving o er the land of heroes brave and true. Ù In this war with its mad schemes of destruction Of our country fair and our sweet liberty, By the mad dictators, leaders of corruption, Can t the U.S. use a mountain boy like me? God gave me the right to be a free American, And for that precious right I d gladly die. There s a Star-Spangled Banner waving somewhere, That is where I want to live when I die. Ú Though I realize I m crippled, that is true sir, Please don t judge my courage by my twisted leg. Let me show my Uncle Sam what I can do, sir, Let me help to bring the Axis down a peg. If I do some great deed I will be a hero, And a hero brave is what I want to be. There s a Star-Spangled Banner waving somewhere, Page 23

+ Critical Thinking Questions + 1. Who are these songs trying to reach? How? 2. What are these songs trying to communicate with listeners? Do they accomplish this? Why or why not? 3. In Deliver the Goods, what goods will the butcher, baker, tinker and tailor deliver? How? 4. How should people feel about working overtime in Deliver the Goods? 5. Where do you think the star-spangled banners are flying in There s A Star-Spangled Waving Somewhere? 6. What does the speaker want to show Uncle Sam he can do? Why does he want to do this? Page 24