North Carolina at Home and in Battle in World War II

Subjects

Eighth-grade North Carolina history
Eleventh-grade United States history

Competency goals

North Carolina history: 6.02, 6.03, 6.04
United States history: 10.1, 10.2, 10.3

Instructional materials

• article: Fighting the War on the Homefront (in this workshop)
• posters encouraging conservation and salvaging of resources (available at http://www.state.nh.us/ww2/sacrifice.html and http://www.archives.gov/exhibits/powers_of_persuasion/use_it_up/use_it_up.html)
• photographs of students collecting materials in this workshop
• photographs of ration stamps and books (available at http://www.scvs.com/stamp/exhib/ration/index.htm)
• information sheet: Food Prices and Rationing Points, March 1943

Introduction

World War II was a war of resources and production, and the United States outproduced the nations it fought. A large industrial base, maximum use of resources, and the willingness of citizens to make personal sacrifices were all essential to America’s war effort. North Carolinians demonstrated their financial support by purchasing war bonds. At home they learned to conserve and salvage. With food items in short supply, families and communities grew victory gardens. North Carolina was largely rural in the 1940s, and many people raised animals such as chickens, cows, and hogs for food.

The federal government produced posters that encouraged citizens to do their part for the war effort. These posters addressed issues ranging from rationing and sacrifice to motivation and war aims to secrecy.

Procedure

1. Students will read the article "Fighting the War on the Homefront."
2. Display online or print out and pass around the posters and photographs of students.
3. Discuss what citizens on the home front did to support the war. Have the students list items that can be salvaged (recycled) for later use. Guide the discussion with questions such as
   -- Which of these items did not exist in 1941?
   -- Where does scrap metal come from in our community today? How could it be used to produce war supplies?
   -- What can schools do to help salvage materials?
4. Have the students list ways that victory gardens conserved resources or encouraged salvaging. Questions might include
   -- What effect did home canning of food have on the war effort?
   -- Did canning vegetables lead to healthier eating habits during the winter months? Why?
   -- Was produce shared with local military posts? What was the benefit?
   -- How did farmers markets and locally grown foods contribute to the war effort?
   Note: Possible answers include: (a) more food was available for use by the military; (b) eating a variety of foods is important for a balanced diet, and canned vegetables offered variety; (c) military kitchens saved money by using local produce; (d) less gasoline was needed to transport food products.

Class project: Rationing

1. Print out the "Food Prices and Rationing Points" list and make copies for each student. Show the rationing book and stamp photos from the above Web site and explain their use.
2. Each student will plan one day of menus for breakfast, lunch, and dinner from the list of foods and create a grocery list from these menus. Their budget is $2 and they may only use 48 ration points.
3. Students will report on their menus and discuss any problems with meeting their budget and their ration point limitation.
4. Discuss the effects of shortages in food, gasoline, clothing, and other resources. Questions may include
   -- How did families plan nutritious meals with limited budgets and rationing of food?
   -- How was travel affected by gasoline rationing? Include discussion of travel for medical appointments, shopping, church, visits to relatives, vacations, etc.
   -- What things might families eliminate from their normal routine?
   -- What was the overall impact of having fewer resources?
5. Discuss the sacrifices families could make today to assist with a war effort. List items around homes and neighborhoods that could be salvaged for scrap and contributed.
6. Have the students construct posters encouraging citizens today to conserve, reuse, and do without and to recycle materials. This activity will impress upon them the feelings and activities of young people involved in salvaging during World War II. Display these posters in the classroom.

Extension activity

Have the students research the magnitude of America’s salvage program during the war. They should prepare a complete list of the materials required, their sources, and their final use in the war effort.