1 / 8

Ken Burns: The War

Ken Burns: The War. Life on the American Homefront -Class Activity. Objectives. Know what social, cultural, economic and political changes Americans underwent as they transitioned out of the Great Depression and into a wartime economy. Understand the impact of WWII on the homefront.

nkurtz
Download Presentation

Ken Burns: The War

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ken Burns: The War Life on the American Homefront -Class Activity

  2. Objectives • Know what social, cultural, economic and political changes Americans underwent as they transitioned out of the Great Depression and into a wartime economy. • Understand the impact of WWII on the homefront. • Demonstrate knowledge by completing questions and discussion after viewing video clips from the Ken Burns film “The War”.

  3. Activity 1: Your TownOn a separate sheet of paper, answer the following 5 questions about your town! 1.How would you describe the character of your own neighborhood, city or town? 2. What do people primarily do there for a living? 3. What is the strongest memory you have of living there? 4. Describe how a major event (natural disaster, major crime, or social or economic event) affected the town or neighborhood. 5. How might it have changed the “character” of the town or neighborhood? How were people you knew affected by the event?

  4. Activity 2“The Four Towns”(create graphic organizer to complete while watching video) Column headings -Luverne, Minnesota -Sacramento, California -Waterbury, Connecticut -Mobile, Alabama For each town, create a row for the following information… Main economic activity Remembrances from selected interviews The towns experience with social tension Additional information

  5. Newsreel Dialogue ScriptActivity 3 • NEWSREEL : “An army of 150,000 men, women, and children invaded and American city. Whites, Negroes, Indians, Creoles, Cajuns – they came from every corner of the land, their roots in every curve of the globe: Moscow, Indiana; Warsaw, North Dakota; Hamburg, California; Milan, Missouri; Baghdad, Kentucky. Some came out of patriotism, some out of grim necessity, some for a richer life; all came to do a war job. This could be any one of a hundred great American war centers. It happens to be Mobile, Alabama, but the story is the same in every war-town in America.”

  6. Activity 3 continued : “WARTOWN”Answer the following questions on a separate sheet of paper: Questions refer to Newsreel segment. • This clip was shown in movie houses throughout the United States during the early days of World War II. It is obviously structured to be a morale booster. Look closely at how the script is written. • What do you think is the overall theme of the clip? • Why do you think the towns featured in the quote were selected for this newsreel clip? • How do you think Americans in the early 1940’s reacted to seeing scenes of hundreds of people heading off to work?

  7. Part 3 “Wartown” continued… • The original residents of Mobile also had to make adjustments to the influx of workers coming to work in the defense plants. Describe some of the strains the quick increase in population had on the town’s infrastructure and services. • Many of the people arriving from the rural areas did not have the same lifestyle as the permanent residents of Mobile. Describe some of the characteristics of their lifestyle and the reactions by the residents of Mobile. • What was the ever-present blinding force that was on all their minds, and how did it help to bring them all together?

  8. Part 4 : “Rationing and Recycling” • While watching the video segment, develop a list of some of the major items that civilians in the United States rationed, recycled or just went without during World War II. • How were these items used in the war effort?

More Related