Period 7, Day 9-10: The American Homefront

Instructions

Content Objective: I will be able to explain the Homefront contributions of American women to the World War II effort.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Click here for the slides from today.

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Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

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Warm Up: Would you travel to another country outside of the United States for a job? Explain.

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Warm Up: One interesting historical fact I learned from the pre-work is…

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Everyone knows the iconic image that, during World War II, became an enduring symbol of _______  resolve. But until recently, no one’s been sure what woman inspired “_______  the _______ ,” the war worker of a popular 1943 song about a woman building planes during the war. culture featured in the famous poster by artist J. Howard Miller.

Naomi Parker-Fraley was most likely the woman behind the famous poster bearing the slogan “We Can Do It!  Although she passed away in 2018 at age _______  , her image has come to symbolize the _______  women served in non-traditional jobs in the defense industries in World War II.

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When we think of World War II, we often think of the 16 million Americans who fought overseas, but what about the other _______  million Americans who remained behind? They played a crucial role in the fight, and their story, too, deserves to be told.

Global war placed great demands on the American people. Without the steadfast support of the “_______ ”—the factory worker churning out _______ , the mother feeding her family while carefully monitoring her ration book, the child collecting scrap metal for the war effort— U.S. soldiers could not have fought and defeated the Axis powers.

Initially _______  middle class women were recruited, followed by minority men, and finally _______.  Integration of women and minorities into the workforce was initially met with resistance, however, the new opportunities for women and minorities “cracked open” the door to _______  rights and would have profound impacts on the Civil Rights and Women’s Movements during the following decades.

Question 6 | 00:45

Question 7 | 02:07

00:00/00:00

Question 6

00:45

Question 7

02:07

Applying Knowledge: Today, we are going to focus on another group of people who are rarely credited for their contributions to WWII. 

Content Objective: I will be able to make inferences about the Mexican migrant worker experience in the Bracero program.

Standard Objective: I will be able to draw reasonable conclusions from the text.

Click here for the slides from today.

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Class Poll: Did you know that the United States relied on Mexican laborers to maintain the Homefront?

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Due to the need for workers in _______  and railway maintenance, the U.S. signed a treaty with Mexico in 1942 to alleviate the shortage of labor as many American men were sent off to fight in World War II. Under the _______  program, Mexican workers, many of whom were rural peasants, were allowed to enter the United States on a temporary basis. Between 1942 and 1964, approximately _______  braceros came to work in the U.S.

Many laborers faced an array of injustices and abuses, including _______  housing, discrimination, and _______  contracts or being cheated out of _______ . Hence, understanding the impact of the bracero program is important in our study of civil rights, migration patterns, social justice, and Latino history in the United States.

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Applying Knowledge: Let's get a sense of the timeline before you use the rest of class time to explore primary source documents!

Immigration and Naturalization Service begins "Operation Wetback" after many braceros remained in the U.S. after their contracts ended, and wrongly repatriates U.S.-born children of Mexican braceros.
Congress sanctions the bracero program with Public Law 45, which guarantees a minimum wage of 30 cents per hour and “humane treatment” for workers.
Although large farm owners lobbied Congress to allow Mexican migrant workers to stay in the U.S., public pressure deters the programs renewal and the program ultimately ends.
The Mexican Farm Labor Program Agreement, otherwise known as the bracero program, is between Mexico and the U.S. is the first law establishing the legalization and control of Mexican migrant workers along America’s southern border area.

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Draggable item		Corresponding Item

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Exit Ticket: Was the Bracero program one of exploitation or opportunity? Explain your answer using specific facts from today's lesson.

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Draggable item		Corresponding Item
		There were more opportunities in the United States than there were in Mexico. Bracero workers left their home country to work in the U.S. so they could support their families.
“I got a contract, but it wasn’t easy. . . . We had to pay money [to the officials], and it wasn’t supposed to be like that.” - Ismael Nicolás Osorio, ex-bracero		There was some level of corruption in the Bracero program since, in order to get a contract, Mexican workers had to pay money to officials, which wasn’t part of the law.
“They sprayed us like rats, like insects. We left covered in powder." - Isaías Sánchez, ex-bracero		Braceros were often subjected to humiliating practices and bureaucratic procedures that were based on racist beliefs and ideology.
"They paid twenty cents a box. You had to kill yourself to make ten dollars.” - Isidoro Ramírez, ex-bracero		Braceros were brought in trucks and treated like cattle or, at best, arms that managed the cattle rather than people.
Washing clothes / Lavado de la ropa, California		While viewed as threats to local workers, braceros largely minded their own business and tried not to bother others.
“I came looking for a way to send them money…I always thought about my mother and my brothers. I never thought about making my life just for me.” - Jesús Martínez, ex-bracero		Despite standards set by the U.S. Department of Labor, braceros were subject to poor housing conditions and disputes over pay.
“We came to work. We didn’t come to take anything from anyone." - Isaías Sánchez, ex-bracero		On farms, braceros were subject to backbreaking stoop-labor to pick crops such as sugar beets, cotton, lettuce, and strawberries for little-to-no-pay.

Period 7, Day 9-10: The American Homefront

Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

Warm Up: Would you travel to another country outside of the United States for a job? Explain.

Warm Up: One interesting historical fact I learned from the pre-work is…

How did Estelle Long contribute to the WWII effort and challenge stereotypes as a Black woman and real-life “Rosie the Riveter”?

Class Poll: Did you know that the United States relied on Mexican laborers to maintain the Homefront?

Applying Knowledge: Let's get a sense of the timeline before you use the rest of class time to explore primary source documents!

Exit Ticket: Was the Bracero program one of exploitation or opportunity? Explain your answer using specific facts from today's lesson.

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:

Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

Warm Up: Would you travel to another country outside of the United States for a job? Explain.

Warm Up: One interesting historical fact I learned from the pre-work is…

How did Estelle Long contribute to the WWII effort and challenge stereotypes as a Black woman and real-life “Rosie the Riveter”?

How does Estelle Long continue serving her community beyond the end of World War II?

That's all for class on Wednesday, 4/20/2022!

How will you be studying for tomorrow's Ch. 31-32 Quiz for the rest of the class period?

Class Poll: Did you know that the United States relied on Mexican laborers to maintain the Homefront?

Applying Knowledge: Let's get a sense of the timeline before you use the rest of class time to explore primary source documents!

Applying Knowledge: Great work! For the remainder of class, you and your group will be exploring the Bittersweet Harvest exhibition from the National Museum of American History. As you explore, match each quote to the corresponding conclusion about the bracero program.

Exit Ticket: Was the Bracero program one of exploitation or opportunity? Explain your answer using specific facts from today's lesson.

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:

How does Estelle Long continue serving her community beyond the end of World War II?

Period 7, Day 9-10: The American Homefront

Period 7, Day 9-10: The American Homefront

Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

Warm Up: Would you travel to another country outside of the United States for a job? Explain.

Warm Up: One interesting historical fact I learned from the pre-work is…

Class Poll: Did you know that the United States relied on Mexican laborers to maintain the Homefront?

Applying Knowledge: Let's get a sense of the timeline before you use the rest of class time to explore primary source documents!

Exit Ticket: Was the Bracero program one of exploitation or opportunity? Explain your answer using specific facts from today's lesson.

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:

Warm Up: Please rate how well you understood last night's pre-work on a scale from 1 to 4. If you have any questions, drop them in the "Show Your Work" area.

Warm Up: Would you travel to another country outside of the United States for a job? Explain.

Warm Up: One interesting historical fact I learned from the pre-work is…

That's all for class on Wednesday, 4/20/2022!How will you be studying for tomorrow's Ch. 31-32 Quiz for the rest of the class period?

Class Poll: Did you know that the United States relied on Mexican laborers to maintain the Homefront?

Applying Knowledge: Let's get a sense of the timeline before you use the rest of class time to explore primary source documents!

Applying Knowledge: Great work! For the remainder of class, you and your group will be exploring the Bittersweet Harvest exhibition from the National Museum of American History. As you explore, match each quote to the corresponding conclusion about the bracero program.

Exit Ticket: Was the Bracero program one of exploitation or opportunity? Explain your answer using specific facts from today's lesson.

Exit Ticket: Please evaluate how well you understood today’s lesson on a scale from 1 to 4:

How does Estelle Long continue serving her community beyond the end of World War II?

That's all for class on Wednesday, 4/20/2022!

How will you be studying for tomorrow's Ch. 31-32 Quiz for the rest of the class period?