Students delve deeply into aspects of World War II’s economic effects on the United States, including changes in employment, fiscal matters, and population distribution. Next, they look closely at rationing from the policy perspective and from the point of view of those experiencing rationing. Finally, they learn more about wartime population redistribution, especially the impact on African Americans.
Students view images related to wartime production and recycling, read an overview of how World War II affected the U.S. economy, and consider how a decade of depression shaped people’s lives before the war. They then respond to a prompt on a class wall explaining how the beginning of a war might affect them and their families economically, and why.
Teacher MovesIntroduce the experience focus and objective, then invite volunteers to share their wall responses. Emphasize that for most Americans and for the nation overall, World War II provided a much-needed economic boost.
Students examine an image of wartime factory workers and read explanatory text outlining major economic changes during World War II, including the end of the Great Depression, shifts in employment, taxation, war bonds, industrial conversion, savings, and West Coast growth. They read Economy in World War II: Home Front and use a graphic organizer to identify the main idea of sections such as “The New Deal’s Shortcomings,” “Revving up a Wartime Economy,” “Help Wanted,” “Wartime California,” and “A Penny Saved Is a Penny Earned.” Students answer a multiple-choice question about the impact of the war on the motor vehicle industry. They then analyze a workforce statistics chart and post to a class wall explaining which population groups increased or decreased during the period and why.
Teacher MovesSupport students as they complete the organizer, then review responses to the chart analysis wall. Share interesting or exemplary answers and highlight key trends, such as the growth of the total labor force and armed forces and the decline in unemployment due to wartime production. Optionally, recommend that students watch Impact of World War II on the U.S. Economy and Workforce to see how these economic changes affected one community, and use the Teacher Pack reading The War Labor Board Insists on Equal Pay for Black Workers for additional background on struggles over hiring African American workers.
Students view a wartime Office of Price Administration poster and read about why and how rationing was implemented during World War II. They read World War II Rationing and watch Rationing During World War II to understand both policy details and everyday experiences. On a class wall, they write one or more paragraphs from the perspective of a teenager during the war, explaining how rationing affects their life and family, using details from the article and video as well as their own imagination. Students then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesIf desired, assign sections of the rationing article for students to read aloud while classmates take notes. After students post and respond on the wall, review their writing and highlight responses that effectively incorporate specific details such as ration books, black markets, Victory Gardens, recycling, civic activities, substitute foods, and accepted sacrifice of conveniences.
Students read about wartime population redistribution in the United States, including the rise of Western manufacturing and military bases, families relocating with service members, and the expansion of the Great Migration as African Americans moved to urban centers for jobs. They learn about increased but still limited employment opportunities for African Americans, the role of A. Philip Randolph’s planned march on Washington, Roosevelt’s executive order against employment discrimination, and resulting civil unrest in several cities. Students read During the War: The Home Front to deepen their understanding, then post to a class wall explaining how the war both improved and continued to limit the economic and social position of African Americans, writing at least two complete sentences.
Teacher MovesAfter students post their responses, select and share one or more interesting or exemplary answers with the class to prompt discussion about the complex mix of new opportunities and ongoing oppression for African Americans during the war.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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