The class makes a What We Want to Know chart about World War II. Then students learn about individual and statewide Texan contributions to the war. Next they learn how the war impacted the Texas home front. Finally they analyze the long-term effects of the war on Texas, focusing on its impact on urbanization, and they contrast life before and after the war.
Students read a brief overview of how World War II began and how the United States entered the war, then view an image of Memorial Day at Fort Sam Houston National Cemetery. As a class, they contribute questions about World War II to a shared “What We Want to Know About World War II” chart.
Teacher MovesIntroduce the lesson focus on Texas during World War II, review the objectives, and preview key vocabulary (invade, fleet, decorated, internment, ammunition). Use students’ questions to build background on the Allies and Axis Powers, the European and Pacific fronts, major events such as Pearl Harbor, D-Day, and the atomic bomb, and the overall outcome of the war. Refer interested students to the student pack resources for additional information, then transition to the next scene when the class is ready.
Students read about notable Texans in the military during World War II, including Audie Murphy, Chester Nimitz, Oveta Culp Hobby, and Cleto Rodriguez, and learn that Texans made up a high percentage of U.S. forces. They complete a drag-and-drop activity matching each Texan to their wartime role. Students then read about why Texas was chosen for many military bases and about Japanese American internment camps in Texas, and answer multiple-choice questions to define “internment” and explain why the U.S. government created internment camps.
Teacher MovesHighlight the significant military contributions of Texans and clarify the roles of the individuals mentioned. Support students as they complete the matching activity, checking for accurate connections between people and achievements. Provide context for the establishment of military bases in Texas and guide a brief discussion about Japanese American internment, addressing student questions and ensuring understanding of the term “internment” and its implications before moving on.
Students read about how World War II boosted the Texas economy, created factory jobs, and drew many Texans from rural areas into cities, with examples such as aircraft industries in the Dallas–Fort Worth area. They examine a wartime rationing poster and then read about ration books and shortages on the home front. Finally, they respond to a writing prompt explaining how Texans and Texas industries supported the war effort, citing evidence from the texts.
Teacher MovesClarify how wartime production helped end the Great Depression in Texas and emphasize the shift from rural to urban living. Facilitate a brief discussion of the rationing poster, prompting a volunteer to explain the message “Rationing safeguards your share” and reinforcing how rationing ensured fair access to limited goods. Support students as they write about Texas’s contributions to the war effort, and share an interesting or strong response with the class to deepen understanding before advancing.
Students read about the long-term effects of World War II on Texas, including the growth of factory jobs, rising incomes, population growth, increased use of farm machinery, urbanization, and the impact of the G.I. Bill on college attendance and the postwar economy. They study a graph showing changes in Texas’s rural and urban population from 1920 to 1950 and answer multiple-choice questions interpreting population totals, percentages, and growth over time. Then they complete a graphic organizer contrasting life in Texas before and after World War II in at least three areas of life.
Teacher MovesExplain how World War II permanently changed Texas’s economy and population patterns, emphasizing the shift from rural to urban living and the role of higher education in postwar growth. Guide students in reading and interpreting the population graph, checking their reasoning on the questions. Prompt students to use specific evidence from the text and graph as they complete their before-and-after charts, and invite volunteers to present their organizers to the class to compare examples and reinforce key contrasts.
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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