North Carolina at Home and in Battle in World War II

Subjects

Eighth-grade social studies and language arts
Eleventh-grade United States history

Competency goals

Social studies: 6
Language arts: 1, 2, 3
United States history: 10

Instructional materials

• article: Veterans' Memories of War (Adobe Acrobat file)
• article: The Battling 101st (Adobe Acrobat file)
• Web site: Service Star Flags for background information and printable flags
• article: North Carolina Soldiers from this workshop
• information sheet: Feeding the Troops
• construction paper
• colored markers
• tape or thread

Introduction

World War II was the largest organized act of warfare in history. This international conflict ended dictatorships and divided nations. Millions died, and the lives of millions more were changed forever. But what did the war mean to the average soldier, sailor, or airman from North Carolina stationed in a foreign land? What did it mean to loved ones left behind in Raleigh, Mount Airy, Boone, High Point, or Morehead City? How did the Second World War affect North Carolinians?

Procedure

1. Students may read all or portions of the articles "Veterans’ Memories of War" and "The Battling 101st." Discuss the lives and contributions of some of the veterans described in "North Carolina Soldiers."
2. Discuss "Feeding the Troops" and the living conditions of soldiers in training camps and on the military fronts.
3. Show online or print out and pass around one or more blue-star banners from the Service Star Flags Web site listed above. Discuss the purpose of the banners and their meaning for families. Explain that a gold star replaces a blue star when a family member in the armed forces dies.
4. Have each student compose an essay describing what a soldier leaves behind (home, family, friends, job, community, etc) and the reasons he or she goes off to war. What things might a soldier miss the most? What might he or she want to do first after returning home? This assignment can be modified to complement a specific history or English lesson.
5. The students may personalize their writing by choosing the name of a veteran from the list of veterans’ interviews or from the North Carolinians mentioned in the background information. The veteran may be from the student’s city, county, or region of the state to establish a connection. Using the construction paper, markers, and tape or thread, each student should make a bracelet or armband bearing the veteran’s name, branch of service, and rank.

Extension activities

1. Have each student arrange an interview with a local veteran. The student should talk informally with the veteran and write a report about that person’s life and experiences.
2. Contact a veteran who would be willing to visit the classroom. Have the class interview that individual, assigning each student specific questions to ask. The students should complete the writing assignment individually.

To the teacher

This lesson may be modified according to the length of the writing assignment and student ability. For example, the students could start writing their essays in class and finish them as homework or complete them in class the following day. Other personal narratives may be used in this activity.