Note: the lesson procedures outlined below did not appear in a lesson format prior to the Title II work. Fran O’Malley wrote the lesson procedures for the McKean team. The lesson was one that Adam Baer had been piecing together. He had the materials but not a formal lesson description. Field test notes and revisions appear in blue font below. Changes on the Homefront World War II Adam Baer McKean High School Red Clay Consolidated School District Learning goal: Students will be able to analyze historical materials to explain how life on the homefront changed over time during World War II. Standard Addressed: History Standard 1 ‐ change over time. Lesson Question: How might war change life on the homefront? Time to Complete: approximately 120 minutes Procedures Warm‐up: Assume that war has broken out and American soldiers are sent overseas to fight. How might life change back home in America? 1. Administer pre‐assessment. See Handout # ___. Field test note: Students knew little about the WWII homefront prior to this lesson. 2. Jigsaw Reading‐ break the class up into groups of three. Assign each student a reading from Warren Bernard’s Cartoons for Victory (see Handouts # ___ to ___). Have students read their assigned text and complete their section of the Double Entry Chart for Close Reading (Handout #___). Emphasize that they should be looking for changes on the homefront that occurred during World War II. Students in each triad share the changes they uncovered with others in their groups and record the changes from all three texts on their Double Entry Charts. Field test note: teachers suggested having students work in pairs rather than triads. 3. Cartoon Analysis ‐ see Handouts #___ to ___. Distribute copies of the cartoons. Students are to match each cartoon with the text that they read and be able to explain how each cartoon illustrates a change on the homefront during World War II. Field test note: most students found the cartoon analysis highly engaging but some found it difficult to read the text due to size of font and lack of color. Hoping to get scanned colored copies for presentation on projector so that students can refer to larger and clearer copy if handouts are unreadable. 4. Think‐Pair‐Share: Pose the following prompt to the class: “Assume that war breaks out. What changes should be made on the homefront and why?” Ask students to think quietly for a minute then turn to their neighbor and share what they wrote. Then, ask volunteers to share whole group. 5. Administer the post assessment. See Handout #___. Teachers implemented the lesson in May 2016, at a point in the year when there was a limited amount of instructional time left in the schoolyear. Consequently, only one teacher administered the post assessment for the lesson and the teacher who did, did not ask students to cite evidence from the texts (see Column 2 of post assessment handout. He was more interested in seeing if students demonstrated understanding by paraphrasing). Additional Field Testing Notes: Students in honors and AP classes taught by the creator of the lesson had little difficulty understanding the task and matching numbers to handouts (e.g. which cartoon was #3). ELL and special education students found the task and numbering system a bit confusing. Name _____________________________________ PRE‐Assessment Directions: When a war breaks out and soldiers go to fight abroad, there is still life for civilians going on back home. Life changes for soldiers fighting abroad, but also for those remaining on the homefront. Please use the space in Column 2 to describe changes on the homefront caused by America’s entrance into World War II. Topic Revenue Raising Strategies Use of Electricity Diets Markets Food Production Responsibilities of Citizens Production of Consumer Goods Experiences of Children Workforce Changes Brought on by War Pre Instruction Responses How Do You Know This? Name _____________________________________ POST‐Assessment Directions: When a war breaks out and soldiers go to fight abroad, there is still life for civilians going on back home. Life changes for soldiers fighting abroad, but also for those remaining on the homefront. Please use the space in Column 2 to describe changes on the homefront caused by America’s entrance into World War II. Topic Revenue Raising Strategies Use of Electricity Diets Markets Food Production Responsibilities of Citizens Production of Consumer Goods Experiences of Children Workforce Changes Brought on by War Post Instruction Responses Quote from the Text Supporting your Response Name _____________________________________ Answer Key ‐ POST‐Assessment Directions: When a war breaks out and soldiers go to fight abroad, there is still life for civilians going on back home. Life changes for soldiers fighting abroad, but also for those remaining on the homefront. Please use the space in Column 2 to describe changes on the homefront caused by America’s entrance into World War II. Topic Revenue Raising Strategies Use of Electricity Diets Markets Food Production Responsibilities of Citizens Production of Consumer Goods Experiences of Children Workforce Changes Brought on by War Post Instruction Responses Quote from the Text Supporting your Response Government sold bonds to raise revenue for war production Government limited usage through energy monitors Government imposed food rations on scarce resources Black markets opened up to sell scarce goods illegally Government encouraged development of “victory gardens” Government launched a campaign encouraging people to say little about war related activities to reduce spying Government shifted from consumer to wartime production (e.g. guns, tanks, ships etc.) With parents off to war or work, more children left at home alone. Increased juvenile delinquency. Women entered the workforce in large numbers.