Name: ______Block: ______

A Separate Peace: WWII Station Exercise

Station 1: Women in the War

Directions: Each member in the group must pick one book/website and answer the questions for it below. You do NOT need anyone else’s answers in this station.

GROUP MEMBER 1 Book:Letters from the Homefront: World War II 940.54 SCH

  1. (Read Chapter 2 Rosie the Riveter p. 24) Explain why were women entering the workforce in large numbers and what was different about their jobs now than previously?
  2. (Read Women in Uniform p. 30) Many women enlisted when the opportunity arrived. They were not allowed to fight. Besides nursing, what were some of their jobs and how did this help?
  3. (Read Allotment Annies p. 34) How did women earn the name Allotment Annie?

GROUP MEMBER 2 Book:An Illustrated History of Women in World War II: When

Our Mothers Went to War 940.53 REG

  1. (Read Stars for the War Effort p. 44) Identify 3 stars and explain their contribution to the war effort during WWII.
  2. (Read Canteens and Service Clubs p. 50-51) How did canteens and service clubs entertained soldiers. Each night hostesses and junior hostesses had responsibilities. What were they?
  3. (Read Marlene Dietrich: “The Only Important Thing I’ve Ever Done”p.55) Explain what she did, why it was difficult, and why was it important?

GROUP MEMBER 3 Book:American Women and World War II 940.53 WEA

  1. (Read p. 87 – 89) How did the Women’s Army Auxiliary Corps’ (WAAC) health and discipline record compare to the men in the Army? Give specific information.
  2. (Read p. 136 - 139) What were some of the dangers list for people working in a munitions factory? What did they say was the greatest hazard? Why were women better suited for this work?
  3. (Read p. 202 - 204) Why were items rationed during the war? List several items that were rationed during the war. Why was it harder to ration meat? How was coffee and sugar rationed?

GROUP MEMBER 4 Website: National Women’s History Museum

  1. (Click on the link, and readChanging Images of Women’s Role.) What was the primary role of women before the war, and what became the new expectation for women?
  2. (Click on Women Serving the Military then click on Women in Science. Read the page.) How did the war benefit women’s opportunities?
  3. (Click onWomen at Home and in the Community then click on Rationing.) Why were items rationed during the war? List several items that were rationed during the war. How would limiting access toone of those items impact your daily routine? Give at least 3 examples.

GROUP MEMBER 5 Website: American Women in World War II

  1. (Click on the link, and slide down the page till you see Women in the Armed Forces. Read about women in the service.) What is WASP, and what role did this experimental operation serve during the war? Thirty eight women will lose their lives; why was no compensation given to them?
  2. (Read about Rosie the Riveter.) The government used Rosie the Riveter. What was the purpose of this image? How do you know it was successful? On what was the image based?
  3. (Slide up the page to the box titled Recommended Article. Click on The U.S. Home Front During World War II) Why were items rationed during the war? List several items that were rationed during the war. How would limiting access toone of those items impact your daily routine? Give at least 3 examples.

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Station 2: Popular Culture

During World War II the federal government recognized the usefulness of the media to build support for the war effort. They created special divisions of the Office of War Information (OWI) to oversee the entertainment industry. Tell what you would create/do through your identity to cooperate with the government to help support the war by following these directions.

Directions:Based on your Number in the group you are assigned to a role listed below. Scan the pages assigned to your role, and find outwhat people in those positions wouldbe asked to do to build support for the war effort, and fill in the section of the chart below for your identity. You do NOT need the other group members’ information.

GROUP MEMBER 1: Actor/Actress – Book: The 1940s 973.917 NINp. 226-236

GROUP MEMBER 2: Movie Producer/Director – Book: The Cultural History of United States Through the Decades: The 1940s973.917 USC p. 58-67

GROUP MEMBER 3: Radio Newscaster/Personality – Book: American Decades 1940-1949REF 973 AME p.64-65

GROUP MEMBER 4: Musician/Singer – Website: WW II American Music: Pearl Harbor & Reaction

GROUP MEMBER 5: Comic Strip Creator – Book: World War II: The War at Home 940.53 KAL

(p. 84-85)

Actor/Actress
/ Explain your contribution
Producer/Director
/ Explain your contribution
Radio Newscaster/Personality
/ Explain your contribution
Musician/Singer
/ Explain your contribution
Comic Strip Creator
/ Explain your contribution

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Station 3: The Barbed Wire Communities

Directions: Read the scenario on the display board. Each person locates two answers and then shares the answers with the group. You might divide the questions by the necessary resource. Each person writes his or her own thoughts for the View Point.

  1. What does the term Nisei mean? (I Am An American: A True Story of Japanese Internment 940.53 STAp. 2)
  2. What was the government trying to get your family to do by declaring the west coast a restricted zone? (Fighting for Honor: Japanese Americans and World War II940.53 COO p. 8)
  3. How will E-Day affect you? (The Way People Live: Life in a Japanese Internment Camp940.53 YAN p. 39-41)
  4. Think about all the items in your home. Summarize what items became important to bring? (Japanese American Internment Camps940.53 JAP p. 105)
  5. What is likely to happen to your home and other items you cannot bring? (I Am An American: A True Story of Japanese Internment 940.53 ISH p. 30-33.)
  6. Explain why your family was told to go? Was any evidence found to support these claims (Lost and Found940.53 ISHp. 60)
  7. Describe what the relocation center looks like when you arrive. (The Japanese American Internment940.53 HEI p. 45)
  8. Describe what life was like at the relocation center. Japanese American Internment Camps p. 136)
  9. Tell about this group of Japanese Americans and what distinguished them. (Oxford World War II: A Student CompanionREF 940.53 ONE p. 186 )
  10. What was the recommendation of the Commission on Wartime Relocation and Internment of civilians, and when were the recommendations passed. (The Japanese American Internment p. 67-71)

View Point:

Some people say this is something that happened a long time ago and the mass internment of a group of people could never happen again. Fear and concerned struck the U.S. again after 9-11. Many people were afraid of Americans who practice the Muslim faith. Fear and hate began to spread, and profiling people based on their ethnicity became common place.

Could another group of Americans possibly find themselves in the same situation as the Japanese Americans? Explain what your view is and why.

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Station 4: The Soldier

Directions: Each member in the group must pick one book/website and answer the questions for it below. You do NOT need anyone else’s answers in this station.

GROUP MEMBER 1 Book: World War II Sourcebook: Soldiers 940.54 SAM

  1. (Read Introduction & p. 10) What is the difference between volunteering and conscription? What motivated volunteers? Why was conscription necessary?
  2. (Read Training p.16-17) Drills were boring and irritated soldiers, but they served two purposes. What were they, and why were they important.
  3. (Read Morale p. 20) How did medals, pin-ups, letters from home, and bravado impact the life of a soldier? Explain what role each play in the life of a soldier.

GROUP MEMBER 2 Book: Life of American Soldier in Europe 940.54 WUK

  1. (Read Heroes from Unexpected Sources p. 37-38) What makes Audie Murphy’s story unusual?
  2. (Read Comradeship p. 38-39) Explain what comradeship means to a soldier, and what impact it could have to a military unit during battle.
  3. (Read The Importance of Comradeship p. 39) S.L.A. Marshall, a military expert tries to explain how important fellow comrades are in battle. To what does he equate their importance, and how do comrades impact their fellow soldier?

GROUP MEMBER3 Book: America at War: World War II 940.53 ISS

  1. (Read p. 87-88) Being sent to the battlefield was one of the most difficult parts for a soldier. How did they usually get to the battlefield, and give at least four challenges a soldier had to cope with.
  2. (Read p. 89-88) The British and the Americans had a Love-Hate relationship. Give reasons why the British would be glad the Americans were there, and tell how the British would show that appreciation. Give reasons why the British would not be happy to have the Americans in Britain, and tell how they might express their dislike.
  3. (Read p. 91-92) The United States fought the Second World War with a racially-segregated military. What experiences did the black American soldier bring back after fighting in Europe?

GROUP MEMBER 4Website: Why Soldiers Fight

1.(Click on the link above and read.) Dr. Leonard Wong, associate research professor at the U.S. Army War College’s Strategic Studies Institute interviewed returning combat soldiers to determine their motivation in combat. They cited 2 main reasons. What were they?

2.Dr. Wong found that military training developed two bonds of social connection for the soldier. What were they, and explain what they mean.

3.Dr. Wong determined that “trust” plays a critical role in the United States voluntary military. With whom do the bonds of trust exist, and how they could be brokeneasily.

GROUP MEMBER 5 Website: GI Joe Soldiers of World War II

1.(Click on the link and read Iowa Cornfields.) This article describes what life was like for an American GI in World War II. Explain what life was like including the access to food and water.

2.(Click on the link and read Army issue.) The American GI had problems with much of his uniform, but many would argue that the helmet was invaluable. Why?

3.(Click on the link and read Weapons and ammo.) An American G I carried a lot of equipment:rubberised raincoat, a standard-issue green blanket, canteen, entrenching tool (shovel) or pick for breaking ground and digging foxholes, bayonet or fighting knife and usually some sort of pack to carry other chosen items. However none of these mattered to him as much as what? Explain the great effort he would go to make sure he was prepared.

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Station 5: Trickery and Deception

Step One: Each member of the group must choose a task below and answer the

question ONLY for their task. You do NOT need the other group members’ answers,

however, you will share your information at the end in order to fill out the chart below.

MEMBER 1: Profiler

Go to page 128 in the book, The Dark Game 327.73 JAN, and find the code name for Virginia Hall as well as what the Gestapo called her. Also, what was her pet name for her limitation?

MEMBER 2: Disguise Artist

Go to page 98 in the book, I Lie for a Living COLL BIO SHU, and describe the persona/disguise Virginia Hall used to infiltrate enemy lines.

MEMBER 3: Wireless Operator/Coder

Go to page 156 in the book, Women at War 940.53 LEW, and explain what FANY stands for. Why were these women important in the war, and what were their working conditions?

MEMBER 4: Field Study and Propaganda Designer

Go to page 24 in the book, Spying and Security 940.5 SAM, and explain where spies went to find information. Then, go to page 37 of the book, Hoodwinked 940.54 SHA, and read the captions next to the pictures. Which one would cause the most unrest in Nazi followers? Why?

MEMBER 5: Gadget Inventor

Go to page 128 of the book, The Ultimate Spy Book 327.12 MEL, and explain what “eye concealment” was used for during the war.

Step Two: As a group, fill in the spy profile and orders below, sharing the information

you found above. Every group member should have this chart filled-out on their own document.

Official Spy Profile and Orders for: Virginia Hall
Code Name: Nazis know her as:
Physical features and limitations:
Orders: 1.Get information about Nazi party and 2. Cause unrest and distrust in Nazi followers.
Disguise:
Where she should go to get information:
What she should use to spread unrest:
How she should hide the information:
How she should get information back to home base:

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Station 6: Hometown Hoopla

Directions:

  1. Go to the following website and READ it.
  1. The Government needs you to create a propaganda slogan and enticing paragraph for a rationing need in the country. Choose one of the pictures displayed on the table and create a caption and paragraph-long (5 sentences, people) write-up on it. Use the examples on the board to give your ideas!

GROUP MEMBER 1: Doing Without: Drawing-on and painting stockings.

GROUP MEMBER 2: Rubber Drive: Collecting for the war.

GROUP MEMBER 3: Victory Garden: Growing food for yourself.

GROUP MEMBER 4: Food Extender: Using Jello to help make food last longer.

GROUP MEMBER 5: Making Do: Mending and fixing materials instead of

replacing them.

My assignment from the above topics: ______

Slogan: ______

Write-up: ______

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