Accomplish as many of the applicable SOL as time allows.

Social Sciences: 4.7, 6.6, 6.9, 6.10, 6.11, 7.7, 7.9, 7.10, 9.10, 9.11.

   Primary source documents, artifacts, and photographs located in one of the MacArthur Memorialís classrooms spark discussion of what is was like to live in Norfolk during World War II. Time frame: 1941 ñ 1945.

Length of Program: 2 Hours to accomplish all aspects of the lesson.

Cost: Field Trips to the MacArthur Memorial can be taken without charge.

1. If intending to take your class on a field trip to the MacArthur Memorial, please contact Linda McCubbins, MacArthur Memorial Education Coordinator, to arrange the date and time of the visit.
2. Confirmation of the visit will be sent to the lead teacher, with pre-visit information and a parking map.

   The United States was not as prepared as it should have been when it entered World War II in December 1941. The military was short on personnel and materiel. The United States was one of the few countries who did not have a program of compulsory military training. The Selective Training and Service Act of 1940 was the first ever peacetime draft in American history. Sixteen million Americans wore a uniform during World War IIófour times more than during World War I. Men were not the only people to don a uniform--all of the armed forces formed womenís organizations in 1942. To free men up for combat, women served as typists, drivers, photographers, and mechanics.

   Because most of the able-bodied men were in the military, women also came out of their homes to work in factories, foundries, and shipyards, and took on non-traditional jobs, such as mechanics, riveters, and gas station attendants. Professions, such as teaching, that were normally only opened to men and single women, opened up for married women. More than six million women took jobs to fill vacancies and jobs created by the war.

   Although the cities of the United States were never attacked, Americans were reminded in many ways that there was a war going on. In case of an attack, Americans participated in air raid drills, they also participated in food and gas rationing, scrap drives, the planting of victory gardens and buying and selling war bonds. All aspects of American society became involved in the war movement, including Hollywood. Movies were made to boost morale at home, stars entertained the military at home and abroad, and many stars promoted War Bonds. War Bonds were essential to the war effort for two reasons. The sale of War Bonds helped to pay for $330 billion in military expenditures and fought inflation by absorbing excess wages at a time when there were acute shortages of many consumer goods.

   While adults played important roles, childrenís activities were also crucial to the war effort. Children played an active part in scrap metal drives. They also took aluminum from gum and cigarette packages and made them into little balls. A child received fifty cents for each aluminum ball. Children also collected scrap paper, cardboard boxes, newspapers, and envelopes to help the war effort. All of the above was used in the manufacture of armaments.

   There was much sacrifice during the war. Food, gasoline, and nylons were among some of the items that were rationed. Sugar was the first item to be rationed; canned goods were needed for armaments and cans for soldiers; nylon and silk stockings were used in the manufacture of parachutes and powder bags for Naval guns; and bacon grease was used in the manufacture of ammunition. Since coffee beans were brought to the United States by ships that were diverted for military use, coffee was also rationed. The work and sacrifice of Americans on the home front contributed much toward our victory in World War II.

   After a tour of the museum, students will proceed to one of the Memorialís classrooms. Students are asked questions, such as how long ago was World War II? How many Americans were overseas? Who were our main enemies? What are some of the things that had to be done on the home front to help those overseas win the war? What were some of the things that people on the home front might be worried about? Then a city scene and a pencil are distributed to each student. The students are asked to examine the artifacts displayed on the classroom walls and to find corresponding events in the city scene. Students take fifteen minutes to find and circle as many events as possible in the city scene. Afterwards, students describe and explain the circled events.

   Assessment activities should be developed around the objectives outlined in the SOL covered in this field trip activity and appropriate to the various grade levels participating.

http://www.nhmccd.edu/contracts/lrc/kc/decade40.html

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CONTACT:

Linda McCubbins
Education Coordinator
General Douglas MacArthur Memorial
MacArthur Square
Norfolk, Virginia 23510

PHONE: (757) 441-2965
E-MAIL: macmem@norfolk.infi.net

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