02/19/2014 Lesson Plan: Intro to WWII Home Front Guiding Question(s): Ho did WWII im!a"t so"iet# and !eo!

!le$ %&'e"ti(es: )tudents ill* Imagine and e+!lain t,e im!ortan"e o- rationing on t,e ./)/ ,ome -ront 0nal#1e and de"ide ,i", arti-a"t (Primar# )our"e) &est su!!orts a "om!onent oorgani1ing t,e ar e"onom# )tandards: .)HG 2/2/34 51/44 51/24 51/04 P1/3 Lesson 6ontent: The content covered will be an intro to the Home Front, rationing, and organizing the war economy 0nti"i!ator# )et: Students will arrive to class and see four images on the overhead. Students will pick a note sheet and then will have to predict based on the images what we are going to be studying for the day. I will than intro us into the home front and discuss prior knowledge about the home front. 7ain 0"ti(it#: Than students will be giving an activity in which they must ration out their meals for a week with food stamps. Student than will be asked uestions based on the activity, How did you determine how to distribute your 100 stamps?, !hat was challenging about this activity" #fter answering these uestions we will read out loud together the intro about the home front that talk about rationing. Students we be asked to summarize the intro and then asked uestions about this information as well as a chart on rationing. Students will be asked to share their summaries as well as answers to their uestions. Which of these items would be hard for you to ration and, why? What hardships do you think Americans encountered as a result of rationing? Students will than put a tally mark on the item that would be the most difficult to ration on the board. !hile students are answering the uestion and putting their tally on the board I will pass out the second handout. #fter hearing some students$ response to the prior uestions students will get into groups and use the handout, te%tbook, and artifacts to analyze and decide, which artifact best supports a component of organizing the war economy. Student will choose three of the four artifacts that best fit and then e%plain why they did not choose the left out artifact. 6losure: !e will close by me holding up one of the artifacts and asking the groups which component they chose for this artifact, and I will go through each one of the artifacts. The groups will than e%plain to me what evidence they have to support their claim on the artifacts.