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Ride the Ducks Educational Field Trip

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Ride the Ducks Educational Field Trip Ride the Ducks Educational Field Trip Pre-Trip Information Get a duck’s eye-view of WWII as you experience riding one of the most innovative transport vehicles in military history. Rosie the Riveter will introduce your students to the amphibious DUKW vehicle and the important role that American women played in the creation of this ingenious land-and-water truck with a classroom presentation, authentic WWII artifacts and a historical video. Climb aboard and learn first- hand how the DUKW operates as you take a ride and of course, splash in Stone Mountain Lake! This entire program (including the Duck Ride) runs approximately 60 – 90 minutes. How to prepare your students for the program and trip: Students should be learning about WWII. Discuss what a World War signifies. Read and discuss in class the events that led to the United States’ involvement in WWII. Discuss the impact the war had on the American people and the huge efforts made by all Americans. Talk about some of the major events during the war such as Pearl Harbor and the Invasion of Normandy. Ask if any student’s family members fought in the war and how they were affected. Talk a little bit about the era, what life was like, and how lifestyle changed, etc. Day of your field Trip: Schools will arrive by bus at Memorial Hall Museum at least 20 minutes prior to the program start time unless otherwise instructed. This is where the classroom portion of the program takes place. The class- room portion of the program runs approximately 30-40 minutes and is interactive and hands-on with several WWII artifacts to see and touch. Once the classroom portion of the program is over; the students will then board the Duck that will be waiting for them in front of Memorial Hall. The Duck tour portion runs approximately 30 minutes. After riding the Duck, the students will be dropped back off in front of Memorial Hall. ** Anyone under the age of 13 years old must wear a flotation device on the watercraft. Flotation devices will be provided for this trip. **Restrooms are located outside Memorial Hall around the corner of the building as well as inside. iGeorgia Performance Standards aligned with this program: SS5H6 (b,e), SS5E1 (a), SSUSH19 (c,d) GRADE 5: SS5H6 The student will explain the reasons for America’s involvement in World War II. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days and the Holocaust. e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen. Economic Understandings SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity and price incentives to illustrate historical events. a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII). HIGH SCHOOL: SSUSH19 The student will identify the origins, major developments, the domestic impact of World War II and especially the growth of the federal government. c. Explain major events; include the lend-lease program, the Battle of Midway, D-Day and the fall of Berlin. d. Describe war mobilization as indicated by rationing, war-time conversion and the role of women in war industries. Ride the Ducks Educational Field Trip Activity and Discussion Guide – Rationing After the Japanese attack on Pearl Harbor the economy shifted to focus on war production almost overnight. Factories converted from manufacturing consumer goods to military goods and nationwide rationing began. In May of 1942, the U.S. Office of Price Administration (OPA) froze prices on practically all everyday goods starting with coffee and sugar, and the government found it necessary to ration food, gas and rubber. The Food Rationing Program greatly affected the American way of life. During WWII, you couldn’t just walk into a store and buy as much sugar, butter or meat as you wanted. You couldn’t have as much gasoline as you wanted either. All of these goods were rationed; that means that you were only allowed to buy a small amount even if you could afford more. The government introduced rationing because certain things were in short supply during the war. The government needed to control the supply and demand in order to avoid shortages and rationing was the only way to ensure everyone got their fair share. Sugar was rationed in 1943 with the distribution of “Sugar Buying Cards”. Only one member of the family could register and coupons were distributed based on family size. The coupon book allowed the holder to buy a specified amount of sugar per week, but possession of this coupon book did not necessarily guarantee that sugar would be available. Americans had to learn how to utilize what they had during the Food Rationing Program. American families were also issued War Ration Books and tokens which dictated how much of any one item a family could buy. Examples of these items were: Tires, gasoline, sugar, meat, silk, shoes, nylon, rubber, cheese, canned milk, fats DISCUSSION: Discuss with your students what it would be like to make sacrifices and live without the kinds of goods that were rationed during the war and how that would affect them today. If they had to stand in line for a small amount of food they had previously taken for granted, how would that affect their actions and usage of it today? Discuss in class if any students’ family members have ever experienced having to wait in line for something being rationed. Bring up the gas shortages due to hurricanes. Was it the same kind of experience as in WWII? Why or why not? Did the gas shortage affect their family’s actions? How? Discuss the inconvenience of not having gas for a week or two. Once they could purchase did they conserve it? Compare the sacrifices and inconveniences of a weeklong shortage to several years of sacrifice made during WWII. Would living a certain way for years have an impact on a person’s life? Would it impact their lives in a good way or a bad way? Discuss how. ACTIVITY: Ask your parents if they know any stories about your great-grandparents or any other family member that may have lived through WWII. Long after the war was over did they continue to conserve, save and reuse items? Make a list and share it with the class. Did they save coupons, reuse butter containers or foil? Compare your notes with your class. Are there any similarities? Discuss and share your ideas in class. Do you think that WWII has impacted any actions of our daily lives today? CRITICAL THINKING ACTIVITY: Do Americans ration or conserve anything today? Make a list and share it with your class. Are Americans today affected by their conserving the same way that Americans were affected during WWII? List at least 3 different things that you hear in the news that your city, state, country or even the world needs to better conserve. How would conserving these things make an impact on our society? Do you think that the government should “ration” anything today? Share your ideas in class. Ride the Ducks Educational Field Trip Activity and Discussion Guide – Women at Work During WWII From the very beginning of WWII, American propaganda was aimed at persuading women to support the war effort by joining the work force. These efforts continued through the war and lead to the creation of the Rosie the Riveter icon. The government accomplished this through sponsored ads, posters, radio broadcasts and films. These ads played on patriotism and temporary need for women’s help, as well as increased economic prosperity. The advertisements were very successful. At the beginning of the WWII there were 12 million U.S. women working and by the end of the war there were over 18 million U.S. women working. The government emphasized that having women in the workforce was extremely important to the war effort; the public readily accepted the idea of these 6 million “Rosies” pitching in. Discuss in class what life was like for American women in 1941 and what their primary role was before the war, during and after. Discuss the kinds of changes women made such as how they dressed and their everyday activities. PRE OR POST ACTIVITY: Design and draw your own magazine advertisement or poster that would encourage women to join the workforce during World War II. ACTIVITY: Now design and draw your own magazine ad or poster encouraging a present day woman to find a career in any given industry. Compare the two ads. FOR DISCUSSION: Discuss how much the ads have changed. How women are perceived in the WWII ads and how are women perceived in today’s ads? Discuss the changes that women underwent during the late 1930’s and early 1940’s as far as working, dressing, new opportunities, independence, as well as discovering their individuality. Vocabulary for Ride the Ducks Field Trip Amphibious – Related to or adapted to both water and land. Canteen – A canteen has a folding handle cup, an insulated cover that attaches to a belt or pack, and an attachable cap so it could easily be carried around. Duck – Slang term used by military for the amphibious DUKW (a truck that could swim). DUKW – Amphibious military vehicle designed by General Motors and the Army used for transporting soldiers and supplies to the battlefronts across seas during WWII. DUKW Stands for: D = Vehicle designed in 1942 U = Utility, amphibious K = All wheel drive W= Two powered rear axles Ferrous – Made of, relating to, or containing iron.
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