Summary: In this lesson, students use economic data and wartime propaganda to learn important lessons about resource scarcity on the World War II home front. Using a gallery walk, students analyze propaganda techniques to increase resources for the war effort and reallocate resources from production of consumer goods to military goods. Then, students use a production possibilities frontier (PPF) to discuss how countries allocated resources between “guns” and “butter.” Students analyze several factors, including increased labor force participation by women during WWII, to explain increased U.S. output, which allowed the United States to become the “arsenal of democracy.” Finally, students apply historical data to the PPF and analyze how resource allocation changed from 1939 to 1950.
Overarching Questions:
- ECONOMICS: How has technology (e.g., ships, canals, railroads, newspapers, telegraphs, radio, television, the internet and social media) spread ideas and influenced public opinion, the economy and/or the government? Did the changes strengthen or weaken democratic institutions?
- ECONOMICS: What is the proper role of government in the economy? (Especially with regard to economic crises, national defense/security, health and safety of the people, and economic development and practices.)
NJ Student Learning Standards for Social Studies:
- 6.1.12.EconET.11.a: Evaluate the shift in economic resources from the production of domestic to military goods during World War II in terms of opportunity costs and trade-offs and analyze the impact of the post-war shift back to domestic production.
- 6.1.12.EconNE.11.a: Analyze how scientific advancements, including advancements in agricultural technology, impacted the national and global economies and daily life.
Link to Lesson: The Arsenal of Democracy: The United States in World War II | Education | St. Louis Fed (stlouisfed.org)