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Planting the Seeds of Our Values—Historical Examples

Lesson 3:

From Unit At the Core of Philanthropy—Democratic Values

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

PHIL:	Common Good; Philanthropic Act
SOC:	Greatest Generation (The); 1 genOn; Core Democratic Values; Good Character; Historical Biographies; Inquiry; Personal Virtue; Primary/Secondary Sources; Research; Resources; World War II

Purpose:

Using the historical content of World War II, students will have the opportunity for meaningful and reflective thought as they witness the telling of experiences by those who were directly and indirectly involved in the war. Students will also learn about the philanthropic actions of citizens, inspired by their democratic values, who acted for the common good. Ultimately, students will see that history was changed by the impact of this war.

Duration:

Three Forty-Five Minute Class Periods

Objectives:

The learner will:

describe philanthropic action by a citizen during World War II, and explain how a Core Democratic Value was enhanced by the action.

interpret ways in which future history was affected as a result of citizens acting philanthropically for the common good during World War II.

Materials:

Books and video The Greatest Generation videotape (see Bibliography)
VCR
A Lasting Legacy - A View from World War II (Attachment One)
World War II Role Play Scenarios (Attachment Two)
Role Play Assessment Recording Sheet (Attachment Three)

Handout 1: A Lasting Legacy—A View from World War II
Handout 2: World War II Role Play Scenarios
Handout 3: Role Play Assessment Recording Sheet

Instructional Procedure(s):

Anticipatory Set:
Ask students to reflect upon and share the impact that an important person made in their lives. Ask them to describe the influencing action and why it made such a powerful impact.

Explain to students that the purpose of this lesson is to use the acquired understanding of the Core Democratic Values and how young people in history have "planted the seeds" (Core Democratic Values) to maintain our democracy. Use the anticipatory set discussion to lead into the examination of citizens involved in World War II and how their actions, in history, made a powerful impact in maintaining our democracy, as well.

Ask students if they know of anyone who lived during World War II and was involved here on the home front or directly involved in the war abroad. Invite them to share what they know and have learned from or about those people and times.

Provide each student with a copy of A Lasting Legacy - A View from World War II (Attachment One). Read through the statement or question in each square and make any clarifications necessary for student understanding. Show the video The Greatest Generation to students. After the first biography, record what was learned onto Attachment One as an example. Enlist student involvement to complete the information. This will be a model to students.

Independently, students will gather information about an individual after watching several other biographies on tape, or after having read about individuals in the book, The Greatest Generation. You may have students engage in this activity in a variety of formats depending on time constraints as well as access to materials.

Assessment:

Students will work in small groups to conduct a role play. Each group will be given a scenario slip from World War II Role Play Scenarios (Attachment Two) to act out. These scenarios are derived from the book V is for Victory (see Bibliography). Some or all of the scenarios may require some direct teaching of background information for understanding depending on how familiar students are with World War II. The group will need to decide which Core Democratic Value is involved and whether the scenario shows the value being enhanced or violated. Once each group presents their role play to the class, the whole group will be asked which Core Democratic Value is being shown and whether the role play shows the value being enhanced or violated. As students are discussing and planning their role play, each group will record pertinent information on Role Play Assessment Recording Sheet (Attachment Three) to demonstrate learning as well as for the teacher to assist in the role play planning and presentation. The following is teacher information:

Scenario 1: Individual Rights (violated)
Scenario 2: Common Good (enhanced)
Scenario 3: Truth (violated)
Scenario 4: Individual Rights (violated)
Scenario 5: Equality (enhanced)
Scenario 6: Patriotism (enhanced)

Cross-Curriculum Extensions:

If possible, men and women who experienced WWII abroad or on the homefront should be invited into the classroom to share their perspective and lessons learned.

Bibliographical References:

Brokaw, Tom. The Greatest Generation. Produced and directed by Craig Leake and Andrea Malin. 50 min. National Broadcasting Company, 1999. Videocassette. ASIN: 0767015991
Brokaw, Tom. The Greatest Generation. New York: Random House, 1998. ISBN: 0375502025
Whitman, Sylvia. V is for Victory. Minneapolis: Lerner Publications Company, 1993. ISBN: 0822517272

Lesson Developed By:

Lisa Ludwig
Cedar Springs Public Schools
Cedar Springs Middle School
Cedar Springs, MI 49319

Handouts:

Handout 1Print Handout 1

A Lasting Legacy—A View from World War II

Name the person and describe his or her role as it relates to World War II.	What philanthropic action did this person take to benefit others and the common good?
What Core Democratic Value was enhanced by this person's actions, and how was the value enhanced?	In what way(s) was history influenced as a result of this person's actions?

Handout 2Print Handout 2

World War II Role Play Scenarios

Directions: Cut each of the scenario slips apart and distribute one per group.

Scenario 1: On February 19, 1942, Roosevelt signed Executive Order 9066, which forced more than 110,000 men, women, and children of Japanese ancestry to abandon their homes and businesses. Many of them were never able to recover their property. "We were told that these Japanese were dangerous to the country, that Japan had invaded us," recalls Sylvia Choate. (V is for Victory, 1993)

Scenario 2: Since the Lend-Lease Act, American agriculture had been feeding the Allies. As a government slogan put it, "Food will win the war and write the peace." Housewives in rural areas canned fruits and vegetables for the military, and college students spent summers in the barnyard. At harvest time in the fall, county schools let out so kids and teachers could gather the crops. (V is for Victory, 1993)

Scenario 3: Not even veteran news-hounds caught the scent of the greatest story on the home front: the "Manhattan Project" - the race to build the world's first atomic bomb. Like all defense workers, they were told to keep their mouths shut - "Loose Lips Sink Ships." All Manhattan Project participants risked a $10,000 fine and ten years in prison just for talking about what they were doing. After the first test of the bomb on July 16, 1945, people within 300 miles of the blast in the New Mexico desert reported seeing the flash. To stifle curiosity, army officials announced that an ammunition dump had exploded. (V is for Victory, 1993)

Scenario 4: After Pearl Harbor, the government screened all letters that might affect national defense. "Yes, your private mail could be read," says Lee Saunders. He worked briefly for the U.S. Bureau of Censorship, sorting letters into piles based on country of origin - Germany, Italy, Japan, China. His superiors opened anything suspicious, hoping to intercept spy messages or to trace leaks of sensitive information. (V is for Victory, 1993)

Scenario 5: The need for competent, willing hands spurred change. In Baltimore in 1942, about 9,000 black Americans worked in manufacturing. By 1944, nearly 36,000 did. Although women had made up about a quarter of the labor force in the 1930's, tradition dictated that they should keep house and raise children. By the end of the war, however, more than 18 million women, one-fourth of them married, held jobs. (V is for Victory, 1993)

Scenario 6: All sorts of citizens volunteered to defend their communities. The American Legion of Wisconsin tried to organize a militia of deer hunters, and farmers on a Washington State island patrolled the beach with pitchforks. In Philadelphia, for instance, lawyers and cabdrivers alike guarded the city's ports, taking eight-hour shifts once every six days. There was, of course, a great rush of young men wanting to enlist.

Handout 3Print Handout 3

Role Play Assessment Recording Sheet

Directions:
Once your group has received a World War II scenario, read it aloud and make sure it is clear to everyone. Then decide which Core Democratic Value is involved and whether it is being enhanced or violated. When you present your role play, your classmates will attempt to identify the Core Democratic Value and decide whether it is being enhanced or violated.

(Attach scenario here)

Which Core Democratic Value is involved? __________________________________________

Is this value being enhanced or violated? ______________________

Give a supporting explanation for your decision.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

All members of your group must have a part in the role play. Assign roles below: Member Role

Member Role

Which information from the scenario will you include to make your role play clear and complete in showing the Core Democratic Value and whether it is enhanced or violated?

Academic Standards:

State/Country:

Philanthropy Framework:

Comments

Nancy, Teacher – Parma, MI11/1/2007 6:13:11 PM

(The positive aspects about using this lesson were) both the role play situations and The Greatest Generation video. (They) were well received by students. I especially liked the Role Play Assessment Recording Sheet. It helped to keep students focused as they worked.

Justine, Teacher – Inkster, MI11/1/2007 6:14:22 PM

(The positive aspect about using this lesson was) tt exposed my students to an event which only two students had prior knowledge of.

Catherine, Teacher – Chesaning, MI11/1/2007 6:15:58 PM

Students were able to gain the human perspective of WWII. This helped to make the issues more real and relevant to the students. They were also able to connect real life issues to Core Democratic Values (CDVs), which was more relevant to them than pretend scenarios. Students made lasting connections between history and CDVs.

Katy, Teacher – Manistee, MI11/1/2007 6:17:03 PM

The movie is fantastic and the story of the Japanese is intriguing. The students enjoy this lesson a lot.

Unit Contents:

Overview:At the Core of Philanthropy—Democratic Values Summary

Lessons:

1.: Seeds of Our Democracy—Core Values
2.: Planting the Seeds of Our Values—Contemporary Perspective
3.: Planting the Seeds of Our Values—Historical Examples
4.: Growing from Planted Seeds

Generated by Points of Light International

Scenario 1:	On February 19, 1942, Roosevelt signed Executive Order 9066, which forced more than 110,000 men, women, and children of Japanese ancestry to abandon their homes and businesses. Many of them were never able to recover their property. "We were told that these Japanese were dangerous to the country, that Japan had invaded us," recalls Sylvia Choate. (V is for Victory, 1993)
Scenario 2:	Since the Lend-Lease Act, American agriculture had been feeding the Allies. As a government slogan put it, "Food will win the war and write the peace." Housewives in rural areas canned fruits and vegetables for the military, and college students spent summers in the barnyard. At harvest time in the fall, county schools let out so kids and teachers could gather the crops. (V is for Victory, 1993)
Scenario 3:	Not even veteran news-hounds caught the scent of the greatest story on the home front: the "Manhattan Project" - the race to build the world's first atomic bomb. Like all defense workers, they were told to keep their mouths shut - "Loose Lips Sink Ships." All Manhattan Project participants risked a $10,000 fine and ten years in prison just for talking about what they were doing. After the first test of the bomb on July 16, 1945, people within 300 miles of the blast in the New Mexico desert reported seeing the flash. To stifle curiosity, army officials announced that an ammunition dump had exploded. (V is for Victory, 1993)
Scenario 4:	After Pearl Harbor, the government screened all letters that might affect national defense. "Yes, your private mail could be read," says Lee Saunders. He worked briefly for the U.S. Bureau of Censorship, sorting letters into piles based on country of origin - Germany, Italy, Japan, China. His superiors opened anything suspicious, hoping to intercept spy messages or to trace leaks of sensitive information. (V is for Victory, 1993)
Scenario 5:	The need for competent, willing hands spurred change. In Baltimore in 1942, about 9,000 black Americans worked in manufacturing. By 1944, nearly 36,000 did. Although women had made up about a quarter of the labor force in the 1930's, tradition dictated that they should keep house and raise children. By the end of the war, however, more than 18 million women, one-fourth of them married, held jobs. (V is for Victory, 1993)
Scenario 6:	All sorts of citizens volunteered to defend their communities. The American Legion of Wisconsin tried to organize a militia of deer hunters, and farmers on a Washington State island patrolled the beach with pitchforks. In Philadelphia, for instance, lawyers and cabdrivers alike guarded the city's ports, taking eight-hour shifts once every six days. There was, of course, a great rush of young men wanting to enlist.