Lesson Plan: Overview

Social Effects of WWII on SC (Pt.4)

Grade Level: 3rd, 4th, 5th

Academic Standards

Standard 5-4: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920’s and 1930’s, its resultant political instability, and the subsequent worldwide response.

 

Indicator 5-4-5:Summarize the political and social impact of World War II, including changes in women’s roles, in attitudes toward Japanese Americans, and in nation-state boundaries and governments.

 

Indicator 5-4-6:Summarize key developments in technology aviation, weaponry, and communication and explain their effect on World War II and the economy of the United States.

 
Social Studies Literacy Elements

A. Distinguish between past, present and future time.
G. Make and record observations about the physical and human characteristics of places.
K.
Use text, photographs, and documents to observe and interpret social studies trends and relationships.
O. Consider multiple perspectives of documents and stories.
V. Use a variety of Media to develop and organize integrated summaries of Social Studies information.

Essential Question:
“How can students combine and organize learned information into a PhotoStory presentation on the social effects of WWII in S.C?”

Historical Background Notes

World War II was a large part of our past. Charleston, SC was one of the major cities that grew in the war. It was even bigger burst right after the bombing of Pearl Harbor. “If a sleeping giant was awakened Dec. 7, 1941, Charleston helped it stand. With its Navy Yard, port facilities and strategic location, Charleston was thrust into a critical role in waging war with the Axis powers, a role that changed the city forever.” (Heflin, 1995). 

Thousands of farmers, mill workers, homemakers and schoolteachers rushed to the Navy shipyard in Charleston. At this time this was the largest single employer in the history or South Carolina. This change helped change the social, political and economic aspects of South Carolina.

With the numerous military bases opened during the war in South Carolina, an abundance of personal experiences were formed. Helping individuals of survivors and the up coming generations to understand what really happened and how the U.S. pulled together in time of need is important toward their own future.

Advertising played a major role on the home front in World War Two.  Newspapers and advertisements companies utilized the emotions of the public to involve them in the war effort. Women were encouraged more through the posters and advertisement for this war. Some posters were geared for the men that were not able go overseas to the war, but were made to feel that they were important.

These activities, advertisements and events happening during and after the war had a large effect on South Carolina. In some areas the war efforts came and went, leaving lasting effects in some places and just memories in others.

“In the last months of the war the Charleston facility began laying off its workforce. By September 1946, employment had fallen below ten thousands.” (Edger, 2006). The end of the war brought a change to Charleston again. The shipyard not needing so many people, some moved on to other areas. This was a good time for the residence of Charleston to rebuild. The remnants of the war will always be a part of South Carolina.   

Materials

  Primary Sources
 

325th Combat Engineers at www.325thengineers.com

 

Stevenson, Charlotte, to family member, 19 November 1945.  Charlotte Stevenson Papers.  Manuscripts Division, South Caroliniana Library, University of South Carolina, Columbia, South Carolina.

 

“For Your Victory Garden.” The Camden Chronicle, 12 February 1943.  Newspaper on Microfilm.  Published Materials Division, South Caroliniana Library, University of South Carolina, Columbia, South Carolina.

 

“Hi-Ya, Soldier.”  The Camden Chronicle, 16 April 1943.  Newspaper on Microfilm.  Published Materials Division, South Caroliniana Library, University of South Carolina, Columbia, South Carolina.

 

“Now That Shoes Are Rationed.” The Camden Chronicle, 12 February 1943.  Newspaper on Microfilm.  Published Materials Division, South Caroliniana Library, University of South Carolina, Columbia, South Carolina.

 

“Tops—With the Night-Watch.”  The Camden Chronicle, 2 July 1943.  Newspaper on Microfilm.  Published Materials Division, South Caroliniana Library, University of South Carolina, Columbia, South Carolina.

 
Secondary Sources

Bauknight, Lee (Ed.). South Carolina War Stories Columbia, SC: State-Record Company Inc., 1995.

Brinkley, Alan. The Unfinished Nation Volume II:1865 New York, NY: McGraw Hill, 1995.

Edgar, Walter. The South Carolina Encyclopedia. Columbia, SC: University of South Carolina Press, 2006.

South Carolinians in WWII

 
Tools

Multiple computer workstations with PhotoStory software installed and microphone capabilities.

All students notes, research, and summaries from previous lessons

Thumbdrives for storage

Lesson Plans

1.Students need to develop an outline of their Photostory presentation on paper using all information.
 
2.Students will scan in or find pictures needed for their story outline.
 
3.Students will write their dialogue for the presentation to correlate with the pictures they have chosen.
 
4.Students will complete their PhotoStory presentation.
 
5.Students will present their projects to a variety of audiences.
 

Teacher Reflections

The summer of 2006, I was able to attend the Social Studies class through the Teaching American History in South Carolina program.  The main objectives in the course were American History from 1865 to Modern Times, the exact timeline I teach in my fifth grade class.  The information, events and activities tied into many of my lessons in the classroom along with the connection with South Carolina.

Being able to learn the material from a Master teacher was an incredible addition to my growing knowledge on the topics for my classroom.  The ability to listen and discuss the information with individuals that share an interest in the information was also a positive attribute to the course.

The tours and visitations of the various places added some good incite to places in South Carolina, with in driving distance from my school, for field studies in Social Studies. Being able to tour and learn the different aspects of the locations assisted with the planning of the lesson, using the information I obtained, learned and experienced during the days in the course.

I believe what has really improved my knowledge and ability to be a better teacher is the material I was able to receive during the class. I was able to have a large number of books and resources to use during the planning of my lesson and activities. I has put some great sources and information together to make researching certain topic much easier, when tying them into South Carolina. I was also able to learn how to use Primary Sources and Secondary Sources to make the lessons I teach to may students meaning and connected to real life situations from the past. Knowing there are individual with such knowledge of primary sources so near to us, will assist in future planning the lessons.

Starting out the school year a co-worker and I, that took the course with me, were very excited to use the knowledge of the Primary Sources we discovered over the summer course.  We were opening a new school that was not ready and tried to use the information we had for our first standard. Our first unit was Reconstruction and we learned of many items that were connected to South Carolina. Many of these sources were introduced and used in different lessons.   The outcome was mixed.

The feeling as a teacher I was to not satisfied with the way the lesson went the actual knowledge the students learned from it. Knowing what I know now after learning more about the different sources I was able to create much more meaningful lessons that I know the student really gained some incite to what truly happened in South Carolina during the times we studied.

The project that came out of the lesson I did with the Primary and Secondary Sources did not produce the level of quality I would have liked out of my students.  As I began to write up the lesson I intended to use I saw more I could do with it and didn’t feel I could put the feel to the lesson that it really deserved. I will rearrange the lesson for next year’s lesson to incorporate what I have learned over the past few months with what I learned this summer. 

As a result, I have rearranged my lessons to be done in the future. I feel I have learned so much since I have had the opportunity to put some quality time into creating a lesson with all the information I gained with the course. I feel the lesson I have created, along with my co-workers is a lesson that will be meaningful to the students.  Since teaching is all about student learning. I focused on what was best for the students.

The students have had the chance to work with a number of Primary Sources within the Social Studies lesson I have done their year.  That is a major change from any teaching I have done in the past.  I think they have really benefited from the knowledge I have gained in these few months.  The students also were able to learn some new presentation techniques and that will benefit the project put together for this lesson.

After the several lessons created for this unit the students will be able to use a variety of Primary Sources to create a presentation for others to use toward their learning.  The students will be able to find Primary Sources on their own, put them into Photo Story presentation and narrate it with the information they learn through the research, interview and different activities.

In the future, I intend to use the skills I have learned in this course in all my Social Studies lessons. I am very excited to teach the unit we have developed for WWII.  The students really enjoy learning about the real things that happened and having Primary Sources back up that it is real and that is what leaves a lasting affect on their lives. I also know that it really takes some planning ahead and compiling of information to present a meaningful lesson.

This course had made a great impact on my teaching and creating of meaningful lessons.  I would encourage all to take the time to learn and use what they learned to help students know about the past.

Student Assessments

  • Teacher used attached rubric.

Examples of Students Work

No examples available for this lesson plan.

Credit

Shannon Holland
Sandlapper Elementary