What You Can Do for Your Country

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historical background information (page 20); Copies of the three photographs available on the CD: ... civic responsibili
Using Primary Sources

Civic Responsibility

What You Can Do for Your Country

Standard/Objective

• Examine strategies designed to strengthen the “common good,” which consider a range of options for citizen action. (NCSS) • Students will discuss and develop a class definition of civic responsibility and design a civic project that benefits their community.

Materials Copies of both sides of the Civic Responsibility: Recycling for Victory photo card; Copies of the historical background information (page 20); Copies of the three photographs available on the CD: Charge of the Scrap Brigade in Roanoke (brigade.jpg), New York City’s Aluminum Collection (alumin.jpg), and Saving All Waste Fats (fats.jpg.); Copies of Developing a Civic Project available on the CD (project.pdf)

Discussion Questions

• Why does Uncle Sam want silk and nylon stockings? • This girl is a senior in high school. How is she dressed in comparison to today’s teenage girls? • What clues tell you this photo was taken during World War II?

Using the Primary Source Distribute copies of the photo card to pairs of students. Discuss the questions listed above. Have each pair choose one question or activity on the photo card to complete. Next, hand out copies of the three photos on the CD: Charge of the Scrap Brigade in Roanoke; New York City’s Aluminum Collection; and Saving All Waste Fats. Then, have student pairs discuss how each photo is an example of civic responsibility. Discuss rallying to the cause during World War II. Why was the home front effort really important? Read and discuss the historical background information (page 20). Have students work in their pairs to form their own definitions of civic responsibility. Share the ideas and then come up with a class definition. Develop a class project that demonstrates your definition of civic responsibility. Refer to the Developing a Civic Project form available on the CD (project.pdf) to get students started.

Extension Idea Find more photographs on the Internet showing citizen involvement in the war effort during World War II. Make a digital collage collection of these photos.

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#24856—Primary Sources: U.S. Government and Civics

Using Primary Sources

Civic Responsibility

What You Can Do for Your Country(cont.) Historical Background Information

During his inaugural speech, President John F. Kennedy challenged Americans to focus on civic responsibility by saying: “Ask not what your country can do for you, but what you can do for your country.” Many young people rallied to this call joining the Peace Corps and other volunteer groups. Kennedy remembered how Americans on the home front had sacrificed and supported the war effort during World War II. He wanted citizens to have the same enthusiasm for community service during times of peace. The Constitution does not define individual civic duty or responsibility. Instead, the founding leaders were more concerned with the separation of powers of the different branches of government and the protection of individual rights. Actually, the founders assumed that free citizens would want to serve their community and country. They wrote about the “right to vote” not the duty or responsibility. They believed that eligible citizens would be eager to vote and would be willing to serve on a jury when needed. They thought that if citizens were given the freedom to speak and write their opinions, to worship in their own ways, and to have equal rights in court, then citizens would be thankful and interested contributors to society.

The basic assumptions of civic responsibility are that citizens will do the following: • vote in local, state, and national elections. • serve on a jury when summoned.* • obey the laws of their community, state, and country.* • stay informed about governmental actions and issues. • work (when able) and contribute to society. • care for their children, ensuring their safe development.* • support causes and organizations they believe in by giving time and money. • pay their required taxes.* (Those with * are required and can have legal penalties if not obeyed.)

Other possible civic responsibilities could include registering for the draft, signing a petition, writing to a government official, serving in the military, joining a protest against an injustice, campaigning for a candidate, speaking at a public forum, or writing a letter to a newspaper. Some people say that young Americans today do not have the same level of civic responsibility as the generation that served in World War II and lived on the home front. These people say that Americans have become soft and selfish and that they focus more on personal rights than civic responsibilities. Other people believe that civic responsibility is alive and well in America. Thousands of people rallied to help victims of events such as the 9-11 tragedy and the devastating hurricanes and tsunamis. And, Americans’ level of volunteerism is one of the highest in the world. Times are different, but maybe they are not worse.

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i1603

Civic Responsibility

Recycling for Victory

Historical Background Information

This is a World War II home front photo that supports recycling of silk and nylon hose. This 18-yearold girl is contributing stockings that will be used for an unusual purpose. Study the picture to find out what use the stockings will have in the war effort. Other items recycled during the war included scrap aluminum, typewriters, tinfoil, newspapers, cardboard, scrap metal, and cooking fat.

Analyzing History

Historical Writing

Knowledge What is the setting of this photo? How will the stockings be used in the war effort?

Fiction Pretend that you are this girl. Write a diary entry telling about going to this store and having your picture taken. Write details about what happened.

Comprehension Why is the girl wearing socks and not stockings? Do you think she was asked to pose for the picture or was this photo a candid shot? Explain your answer. Application How old would this girl be today? If you met her, what do you think she would tell you about her life as a teen during the war? Write what you imagine her story would be. Analysis How is the event in this photo an example of civic responsibility? What similar examples of civic responsibility can you cite that are happening in your community? Synthesis Why would the United States government need scrap aluminum, typewriters, tinfoil, cardboard, newspapers, scrap metal, and used cooking fat to help fight the war?

Nonfiction Interview a family member who is 70 years old or older. Record his or her memories of life on the home front during World War II. Show them the photograph to start the conversation.

History Challenge Research the history of the American’s Creed and how it focuses on the concept of duty.

Evaluation Choose an affirmative or negative position and write a response to this statement: Americans exhibit less civic responsibility today than they did 60 years ago.

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#10376 (i1603)—Primary Sources: U.S. Government and Civics

Using Primary Sources

Recycling for Victory

Group Member Names _______________________________________________________________

Developing a Civic Project Directions: Begin by brainstorming ides of what local civic projects are needed and feasible. Select three of the brainstormed projects to research further. Or, you can choose from the Example Projects listed below. After researching the projects, present information about each proposed project and vote on the one your group wants to support. Then, create an Action Plan.

Example Projects • Clean up a local historic cemetery which does not have landscape funding. • Serve as volunteers at a local recycling center for one or two months. • Provide a party for families at a local homeless shelter. • Help repair a local historic structure or landmark. • Organize yard clean up for senior citizens who are homebound.

Assign members to research the following about each project: • Who would support such a project? Who might oppose it? • Is anyone else doing a similar project? • How complicated could the project be? • What real benefit would the project have? • What are the possible costs in time, energy and money?

Action Plan • Develop a time line of action well in advance of the date of the activity. • Decide on who will do what and when. • Get adult advice and assistance up front. • Set up a budget for the project and get the funding needed. • Order any materials well in advance of the project date. • Get publicity by contacting the local school or city newspaper.

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#10376 (i1604)—U.S. Government and Civics