National Agricultural Literacy Curriculum Matrix
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Changes & Challenges (1940s): World War II and Revival
6 - 8
Students will examine the effects, both positive and negative, of World War II on agriculture.
- Changes & Challenges: Utah Agriculture multimedia program
- The War Effort at Home article
- Food dehydrator (optional)
Essential Files (maps, charts, pictures, or documents)
mechanization: to cause to be done by machines rather than humans or animals
Background Agricultural Connections
Interest Approach – Engagement
- View the Agriculture in the 1940s section of the Changes and Challenges multimedia program with your students.
- Open the picture link to see the Japanese American farmer working at Topaz, Utah. Discuss the photograph and question associated with the link, "Should the U.S. government pay money to citizens it has mistreated in the past?"
- Open the picture link describing the shift away from cattle. In previous decades sheep were the most valuable livestock in Utah. By the 1940s, cattle became the largest source of cash farm income. Discuss the associated question, " What might have been some of the reasons behind this change?" (demand for beef, oversupply of lamb, overgrazing caused by large numbers of sheep)
- Explain to students that World War II greatly changed farm life and society in Utah. By 1940 less than 45 percent of Utahns were living in rural areas.
- Review with your students the attached article The War Effort at Home by John D. Barton or navigate to the article using the web link titled "The Effects of World War" in the Changes & Challenges multimedia presentation.
- Discuss the following questions:
- How were farmers and their families affected by the war?
- What happened to the men who worked on the farms?
- How did women’s roles on the farm and in Utah in general change after the war?
- In the multimedia presentation, open the picture link illustrating rationing during the war. During World War II many items could be purchased only in limited amounts. Families were given ration coupons for buying certain foods and were asked to conserve. Discuss the associated question, "What are we being asked to conserve today?"
- If your students were asked to conserve food today, which foods do they think should be rationed? Why?
- Explain to students that the government encouraged both home gardens and home canning during wartime. A January 1943 poll showed that 75 percent of Americans processed food at home. Food preservation was important during the war years. In fact, Utah still leads the nation today in per capita home canners.
- Investigate with your students additional methods of food preservation. Food dehydrators are easy to find in Utah, consider drying some fruit with your students.
- Gardening is the number one hobby in Utah today. Do any of your students have gardens at home? Ask your students if their families could survive on their gardens?
- If the government asked each of us to plant a garden today to improve our nutrition, ask students what they would plant. Ask them to create a personal garden plan for themselves and their family. How much space will they need? What will they plant? There are many helpful books and websites; Gardener's Supply Company provides a free, online square foot gardening planner, and a variety of additional resources are listed in Suggested Companion Resources below.
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Suggested Companion Resources
- Changes and Challenges (Activity): The Cox and Gossner Family Histories (Activity)
- Utah Garden Planner (Kit)
- Changes & Challenges: Utah Agriculture (Multimedia)
- Creamed, Canned and Frozen: How the Great Depression Revamped U.S. Diets (Multimedia)
- Edible Gardening: Growing Your Own Vegetables, Fruits, and More (Teacher Reference)
- Junior Master Gardener Handbook (Teacher Reference)
- Junior Master Gardener Teacher & Leader Guide (Teacher Reference)
- Steps to a Bountiful Kids' Garden (Teacher Reference)
- Agricultural News (Website)
- Kid's Gardening Website (Website)
- School Garden Center (Website)
- Tractor Timeline- A History of Tractors (Website)
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Consider the economic value of agriculture in America. (T5.6-8.a)
Education Content Standards
5-12 History Era 8 Standard 3C: The effects of World War II at home.
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.