Overview
World War II (WWII) began in Europe in 1939, but the United States did not officially enter the war until December 1941, after the bombing of Pearl Harbor. To ready the nation for war, the federal government called on citizens to do their part on the homefront. With more than 900,000 Pennsylvania men and some 22,000 women serving in the armed forces, those at home were left to serve their country in a variety of ways.
Pennsylvania, home to many factories throughout the state, was the leading producer of crucial resources needed to win the war, such as coal and steel. Many citizens of Pennsylvania worked in these factories, while others collected any scraps they could find, such as metal and rubber tires, to donate to the cause.
Pennsylvanians also faced food shortages resulting from food being sent across the ocean to the troops. Shortages led Pennsylvania citizens to ration and plant their own gardens for fruits and vegetables, named Victory Gardens. People of all ages took part in the homefront effort, ranging from children to older Pennsylvanians. Other contributions included Red Cross drives, buying and selling war bond loans, and bandage making.
Students throughout Pennsylvania were among those who organized and participated in such protests. These demonstrations addressed issues such as the Vietnam War, use of chemical weapons, violent actions taken against other college students, decisions made by college administrations, tuition increases, the misuse of school money, among other concerns. Protests took place all across Pennsylvania in both urban and rural settings, from large universities to smaller colleges.
Students throughout Pennsylvania were among those who organized and participated in such protests. These demonstrations addressed issues such as the Vietnam War, use of chemical weapons, violent actions taken against other college students, decisions made by college administrations, tuition increases, the misuse of school money, among other concerns. Protests took place all across Pennsylvania in both urban and rural settings, from large universities to smaller colleges.
Educational Purpose
The items in this set will allow students to use visual documents to identify ways a society adapts to meet the competing demands of life during wartime. This includes topics such as the changing roles of women and allocation of resources. Students will also develop their abilities to analyze visual primary sources, as this collection focuses largely on photographs to tell the story of life on the Pennsylvania homefront.
Grade Levels
This set can be tailored to fit grades 3-12.
State Standards
Elementary Standards Grades 3-8, History, 8.2 Pennsylvania History
8.2.3.B. Identify historical documents, artifacts, and places critical to Pennsylvania history.
Secondary Standards Grades 9,12, History, 8.2 Pennsylvania History
8.2.9.C. Compare and contrast how continuity and change in Pennsylvania are interrelated throughout U.S. history. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations
8.2.9.D. Interpret how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the US. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability
8.2.U.D. Evaluate how conflict and cooperation among groups and organizations in Pennsylvania have influenced the growth and development of the U.S. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability
Elementary Standards Grades 3-8, Economics, 6.1 Scarcity and Choice
6.1.5.D. Demonstrate how availability of resources affects choices.
6.1.7.D. Explain how positive and negative incentives affect behavior.
6.1.8.D. Compare the effect of incentives on personal decisions.
Secondary Standards Grades 9,12, Economics, 6.3 Functions of Government
6.3.U.B. Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S. • Ethnicity and Race • Working conditions • Immigration • Military conflict • Economic Stability
Source Set
Discussion Questions
- Many of the conservation efforts involve children. Why do you think that is? Based on these images, discuss how you think the war influenced the lives of children?
- Many of the photographs in this set show women’s roles on the homefront efforts. Why do you think that is? With millions of men serving in the war, imagine how women’s lives changed during the war. What kinds of responsibilities did they have to take on?
- Review the advertisement for ration coupons, item 9, and instructions for a ration book, item 10. Consider how you and your family would cut back during wartime. Discuss how your life would differ if you only had one pair of shoes, or couldn’t buy gasoline, or couldn’t eat your favorite foods. had to cut back on things you were used to. How would you feel about making these adjustments?
- Use these images to analyze efforts made to support one’s country during wartime. What is the role of citizens when their country is at war? What does it mean to serve your country in times of war and peace?
- Why do you think Pennsylvania played such an important role in the homefront effort? Think about the natural resources in your area, or those around the state. What kinds of material are needed to support the war effort?
Classroom Activities
- Have your students imagine they are living during WWII. Drawing upon what they learned from these documents along with any prior knowledge, have them write a journal entry describing the efforts they took part in to contribute to the war effort. Include at least four separate entries from different days.
- Have your students design their own Victory Garden. Ask them to describe to a partner what they would plant and how it would be helpful to their family and community. Have them share with a partner.
- Have your students research U.S. Savings Bonds. Learn about the purpose of savings bonds and the role they played during WWII. Write about what they have learned.
- Have your students write a letter to a friend or family member serving in the war. What information would they share about efforts on the homefront? What would they want this person to know about their life at this time?
Further Recommended Activities for Elementary Grades:
- Based on the images provided of PA children contributing to the war effort by donating materials and resources, create an inventory of items you own or have access to that you would be willing to collect and donate if you were living during WWII.
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Set created by Devin Johnson, Temple University College of Education.